UNIVERSITY OF CALIFORNIA AT LOS ANGELES ^.s. la^ CALIFORNIA STATE DEPARTMENT OF EDUCATION BULLETIN 2-D PART I A Suggestive State Course of Study for Kindergarten-Primary Grades Submitted at the Request of the County and the City Superintendents of Schools by the California State Board of Education v: J. 'I CALIFOBNIA STATE PBINTINQ OFFICE SACBAMENTO, 1923 I CALIFORNIA STATE DEPARTMENT OF EDUCATION BULLETIN 2-D PART I A Suggestive State Course of Study for Kindergarten-Primary Grades Submitted at the Request of the County and the City Superintendents of Schools by the California State Board of Education CALIFOBNIA STATE PBINTINQ OFFICE SACKAMENTO, 1922 „ji^ ••„; STATE DEPARTMENT OF EDUCATION. state Boar(3 of. Education: E. P. Clarke, Riverside, President. MPS. O; -Bbepartl Barnum,v312 S. fifth St., Alhaml^ra, Vice President. Mrs. Agnes Ray, 460 Staten Ave., Oakland. George W. Stone, 137 High St., Santa Cruz. Stanley B. Wilson, 538-540 South San Pedro St., Los Angeles. Mrs. Elizabeth B. Phillips, 1006 Putnam Ave., Porterville. Superintendent of Public Instruction and ex officio Secretary of State Board of Education: Will C. Wood, Sacnuiiento. :$'-,2'i'-:,> i.-MV/Jiii z:t;vT8 /.:^;i:ijp1Uaui 8 0, CONTENTS. ) Pago Q GENERAL INTRODUCTION TO A SUGGESTIVE STATE COIUSE UF f^ STUDY ' KINDER(;ARTEN rRlMARY ('(^URSE OF STUDY 13 Introduction 15 COURSE OF STUDY IN HOME AND COMMUNITY LIFE 19 ■d^ Inti'oduction -1 Kindorgarten 20 First (iradc -- 32 Second Grado — 43 Third Grade 52 COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS 01 Introduction 03 Kindorsarton and First Grade 05 Second and Third Grades — 72 COURSE OF STUDY IN NUMBER 89 Introduction 91 Kindergarten 90 First Grade 97 Second Grade 100 Third Grade 101 COURSE OF STUDY IN LANGUAGE ARTS 105 Kindergarten 107 First Grade 107 Second Grade 108 Third Grade 109 COURSE OF STUDY IN FLAYS AND GAMES— PHYSICAL EDUCATION 111 Introduction 113 Kindergarten 117 First Grade 120 Second Grade 121 Third Grade 123 SUG<;ESTIVE reports from schools of CALIFORNIA 127 An Easter Fair — Kindergarten 129 A Wild Flower Project— IB Grade 131 Uoiiic and' School Boolvlets — First (Jrade 132 Our Doll House— ^First (Jrade 134 Our Store— lA Grade 134 A Civic I'rojecL— Low First (Jrade 137 Tree Dwellers— lA Grade 142 A Play Store — lA Grad<> 145 A Co-operative Civic League — Second (Jrade 145 Wild Flower Rhyme Riddles — ^Third Grade 147 Pilgrims and Indians — Second and Third Grades 148 The Greeks Ilvld an 01ymi)ic Meet — Third (Jrade 150 Health Plays — Third and Fourth Grades ini A Wild Flower Chart — One Room Rural School 153 Making Color Rhymes — Third Grade 153 A I'ageant of Progress iu a California Community — Nevada County 155 LIST OF ILLUSTRATIONS. Figure Page 1. Kind'ergarten Group Eujoying a Favorite Tree 18 2. Kindergarten Children Building a House with Large Building Blocks 24 3. Dramatic Play of Home Activities — 25 4. A Thanksgiving Luncheon — First We Cook It 30 5. A Thanksgiving Luncheon — Then We Eat It 31 G. Do You Like Our Parasols'/ 33 7. I Made My Hat. I Think It Is Pretty 33 S. Primitive Cooking — First Grade lloasting Meat 37 0. Making Indian Piki — First Grade 37 10. An Easter Egg Shell Garden 41 11. Taking Care of School Rabbits— Second Grade 41 12. California's Horn of Plenty— First Grade _- 53 13. A Float Showing California's Citrus Products— IB Grade 53 14. Dressing Dolls — Kindergarten 07 15. Constructing a Neighborhood Community — Kindergarten 07 10. Making Baskets Out of Native -Material — First Grade__-- 70 17. House Building Project — IB Grade 71 IS. This Is the Way We Wash Our Hands— First (irade 73 10. Stick Figure Used in Narrative Drawing — First Grade 74 20. Fi-ee Hand Paper Tearing — Second Grade 70 21. "Dressed" Stick Figure Illustrating Health Topic-s — Third Grade 79 22. "Dre.ssed" Stick Figure Illustrating Health Topics — Second Grade SO 23-25. "Dressed" Stick Figure Illustrations of Community Civics — Third Grade-81-S3 26-29. Cut-Out Designs for Nature Study Booklets — First, Second and Third (Jrades .S4-S7 30. Kindergarten Children at Play 110 31. Singing Game 118 32. "Captain Jenks'' — 130 33. Self-Testing Apparatus 130 34. An Easter Fair — Kindergarten 130 35. Playing Store — First (Jrade 136 30. Constructing a Model Neighborhood — First Grade 138 37. Playing in (Grocery Store Constructed by lAs — lA Grade 144 3S. The (Jrerks Hold an Olymiiic Meet — Third Grade 1.52 39. The California Pifd Pii)er of Health — Tiiird and Fourth Grades 1,52 "Within the last quarter of a century we have come to see, with a clearness of vision not approached before, that education is our nation's greatest constructive tool, and that the many problems of national Avelfare which education alone can solve are far greater than the school masters of two or three decades ago dreamed." — E. P. Cubberley, Public Education in the United States, p. 10. PREFACE. The course of .study herein presented is designed to bring the activities of the kindergarten .into immediate connection with those of the early grades of the elementary schools, so that the processes of education may be carried on with a continuity as unbroken in the schools as are the processes of mental development in the mind of the child. There are in nature no fixed lines of limitation in the mind or the body of a human l)eing that separate the powers of one year from those of the year that follows. Courses of study providing for such arbitrary diiferenees were fashioned more to suit academic theories than to meet the realities of mental gro^^•th. The error of the old system has long been known to the masters of educational problems, and is now recog- nized by progressive minds in nearly all departments of education. This is true in an especial and distinguished sense in California and our state teachers colleges are taking a leading part in applying the new system, which after all is the only one that conforms to the nature of child growth and development. The present work has the advantage of being prepared by an author fitted for the task by the triple equipment of a native gift for teaching, careful theoretical preparation and ample experience, Miss Katherine L. IMcLaughlin. It is therefore recommended to the schools not only for the educational value of the purpose to which it is directed, but for the excellent method by which the purpose is carried out. The teacher is called upon to recognize that the primal aim of all courses of study is to provide education that will carry the pupil forward along with his growth from the earliest that can be given in the schools to the highest to which any particular child can attain. The kindergarten therefore must blend with the elementary school as that school blends with the high school, and that in turn with the junior college, the vocational and professional .schools and the university. Life and growth are continuous processes and school education nuist adapt itself to that continuity if it would achieve the full measure of public usefulness for wliich it is nuiintained. Will C. Wood, Superinicti(1( nt of FuMic Instruction. FOREWORD. The county and the city superintendents of schools at their annual state convention held at Coronado October, 1921, unanimously requested the State Board of Education to outline a suggestive course of study for the elementary schools. They also asked that, .the course, bp prepared by specialists. '. -.r- i -; •! In response to this reciuest and under the conditions stated, a portion of such a course, the kindergarten-primary unit, lias been worked .0U.t and is herewith presented. In outlining the course the unit plan, making the child the center of thought and his needs the chief consideration, was chosen, rather than the subject plan usually followed, which tends to fix attention "upon textbooks and subjects rather than upon the child himself and his experiences. Obviously this unit plan, involving a wide knowledge and experience of many phases of child life, called for very definite qualifications in the specialist who was to map out the course. The State Board of Education therefore was gratified when ]\Iiss Katherine L. McLaughlin, M.A., associate professor of education and chairman of the kinder- garten-primary section. Southern Branch, University of California, consented to undertake the task. ]\Iiss ^McLaughlin was formerly con- nected with the School of Education, University of Chicago, as super- visor in the elementary school and instructor in the college, and had also held the position of state supervisor of elementary schools in Wis- consin. ]\ruch of her work while holding these positions had dealt witli the making of curricula. In addition to the service rendered by Miss IMcLaughlin, upon wliom has fallen the chief responsibility of shaping the course, the state superintendent of public instruction, the commissioners, and other assistants in the department of education have given all the assistance possible, while an advisory committee of educators, the faculties of the state teachers colleges, and a number of other teachers and superin- tendents have made many helpful suggestions. Four regional con- ferences for discussion of the course and visits paid to a large number of elementary schools, both rural and urban, were thoroughly worth while. In order to provide further opportunity for constructive criti- cism a preliminary tentative outline of a portion of the course was printed and widely distributed. It is hoped therefore that this kindergarten-primary unit thus out- lined will prove to be what its name indicates — a suggestive state course of study — and because suggestive that it will be used freely by county and by city boards of education.* In the near future this bulletin will be supplemented by Part Two, containing a bibliography for teachers and children that will aid teachers in carrying on the course with greater efficiency. Margaret S. McN aught, Commissioner of Elementary Schools. *A suggestive course of study in music covering all grades is in preparation by Mr. Glenn H. Woods, and for this reason has not been outlined in this course. 9 — GENERAL INTRODUCTION TO A SUGGESTIVE STATE COURSE OF STUDY The aim of education is to develop in the individual those abilities and tendencies which aid him in ad.justinu' liunself to conditions socially desirable. It is therefore well to define in terms of human well-beins the objectives of public education before considering the subjects and activities included in a course of study. One of our foremost educators declares: "That individual is educated who can perform efficiently the labors of his calling ; who can efficiently cooperate with his fellows in social and civic affairs; who can keep his bodily powers at a high level of efficiency ; wdio is prepared to partici- pate in proper range of desirable leisure occupations ; who can efficiently bring his children to manhood and womanhood ; and who can carry on all his social relations with his fellows in an agreeable manner. Educa- tion is consciously to prepare for these things."* For the purposes of detailed consideration these may be vStated briefly as follows: (1) physical efficiency ; (2) vocational efficiency ; (3) worthy use of leisure; (4) civic efficiency; (5) ethical and moral character; (6) worthy home membership. Physical efficiency In the diagrammatical chart appended, physical efficiency is placed first by design. Everyone will acknowledge the importance of physical efficiency as a foremost educational objective. The neglect of this aim in the past was revealed in the report of the Surgeon General following the selective draft for the World War in 1917. More than one-fourth of the drafted men between the ages of 21 and 31 examined were rejected for physical causes. Many of these had but recently left our schools. The need for greater emphasis u})on practical health instruction in the schools is further evidenced by three recent surveys. A survey of the schools indicated a large percentage of the cliildren underweiglit ; a survey of insurance companies stated that the average span of good health is estimated at ten years ; and a survey of the hospitals brought out the amazing fact that there are in the United States over three million people ill daily from causes largely preventable. f Playground facilities, medical inspection, school nurses, dental clinics, school lunches, more flexibility in school activities all attest the growing realization of the importance of physical education. Furthermore •Franklin Bobbitt : The Curriculum, p. s., Houghton, Mifflin Co. tCarolyn Hofer : Increasing the Efficiency of Health Instruction in Public Schools, Elementary School Journal, Sept. 1921, p. 212. — 10 — scientific investigations have shown that the removal of remedial physical defects results in marked g-ains in vitality and general efficiency. Moreover, the development of heart power, lung capacity, and a reserve of nervous energy depends largely upon participation in big muscle activities during childhood and youth and upon this vitality rests both success and happiness. "Does this sound unreasonable, unpractical, too expensive, or too prodigal of time? Perhaps, but already we are spending millions in money and using the time of thou- sands of men to do just this thing for animals — for horses, cows, hogs, hens and sheep. Is not a boy as valuable as a trotting horse? Is not a girl as worthy of careful weighing, feeding, and protecting from disease as a cow or a dog, no matter how fine blooded, much registered the heifer or how long pedigreed the pup?* It is apparent then that physical efficiency is paramount in securing the best returns from the investment in our educational system. Vocational efficiency Vocational efficiencj' as an educational objective for our elementary schools means not so much training for technical skill as for a better comprehension of economic problems. Even the child of the primary grades, in his study of the natural sources of food, shelter and clothing, soon learns that man must labor to secure and adapt these to his pur- poses. Our experiences in the recent war brought home clearly the interdependence of vocational workers, and cur numerous capital and labor problems make evident the urgency of a better understanding of the social service contributed by various vocational groups. Worthy use of leisure Xo principle has l)een more generally accepted than the one that ''All work and no play makes Jack a dull boy, and all play and no work makes Jack a great shirk." The development of wholesome leisure interests saves Jack from either fate. Scientists have shown us that an over-use of the same nerve centers produces fatigue and reduces production. Industry in recognition of this scientific truth is beginning to make provisions for its employees to pursue recreational interests of various sorts. While this recreative function of avocational interests IS important, there are other significant reasons for including this objective. Recent studies of the relationship between crime and unwholesome recreation indicate that the misuse of leisure is the largest determining cause of juvenile dcliiKiuene.v.t The very general failure of young people and adults to use spare time wholesomely and profitably •Educational Review, Jan. 19i'J. tCleveland Education Survey. — 11 — impresses the need for the schools to stimulate, develop, and cultivate satisfying and uplifting' forms of recreation wliieli will persist in meet- ing spare time needs throughout life. In this connection Dr. Dewey emphasizes the devek)pment of signifi- cant leisure interests as a means of developing personality. Whether called culture or complete development of personality, Dewey says the outcome is identical with the true meaning of social efficiency. "When- ever distinctive quality is developed, distinction of personality results, and with it greater promise for social service * * *. If democracy has a moral and ideal meaning, it is that a social return be demanded from all and that an opportunity for development of distinctive capaci- ties be afforded all. ' '* In these three ways, without further consideration of other ways, it is apparent that the development of avocational interests presents opportunities for character training and the shaping of effective citizenship. Civic efficiency No plan for the education of youth in a democracy is complete with- out training for civic efficiency. If we want democracy to succeed we must educate for democracy. It is nothing short of treason to demo- cratic institutions to send forth from our schools young men and women who know little or nothing of the responsibilities, duties, and privileges of citizens in a democracy, and of the social conditions and ideals that are necessary for the success of a democratic society. ' ' The foundation of these is good citizenship, by which we mean not merely intelligent voting, important as this may be, but efficient membership in a commu- nity, good neighborship, good fatherhood and motherhood, and, in general, fitness and readiness for community and national service."! Ethical and moral character Accepting, then, civic efficiency as one of the aims of education in a democracy, the whole course of study for training citizens must be pervaded with the ethical and moral training that engenders and develops these civic ideals. It must further be clear that the develop- ment of ethical character can not be confined to any one subject, or activity, or period upon the school program. It must be an integral part in the responses, in the behavior, in the attitude of the child in all studies and social relations. *Bonser, F. G. : The Elementary School Curriculum, p. 57; Dewey, John: Democ- racy and Education, p. 142. tEllwood, Chas. A. : Reconstruction of Education upon a Social Basis. Educa- tional Review, Feb. 1919. — 12 — Worthy home membership The last in the lists of objectives in the appended chart needs bnt little comment. If our schools can make the characteristics and abilities prescribed in the foregoing list, the possession of the children placed in their charge, we can have little doubt that they will be worthy members of the homes upon which our democracy depends. EDUCATIONAL OBJECTIVES PHYSICHL EFFICIENCY | | tfOC«TIONflL EFFICIENCY | | WORTHY USE OF LEISU RE CIUIC EFFICIENCY 1 [ETHOL-nORAL CHARACTER WORTHY HOHE nEnBERSiiipl KINDERGARTEN AGE 1-6 FIRST GRADE AGE 6-7 SECOND GRADE AGE 7-8 THIRD GRADE AGE 8-9 ___^ IPSVCHOLOCY". PEOraCYI |u' HETHOD « PROCEOUREI LAWS" nOTOR COORDINATION PERCEPTUAL LEWNC ncnoflY REELECTIVE •« PROBLCn SOLI/INC HftBIT rORnflllON DOCTRINE °- SELF ACTIVITY APPERCEPTION INSTINCTS. INTERESTS EnOTIONAL REACTIONS INDIVIDUAL DirrCRLKCES r ' r KINDERGARTEN-PRIMARY COURSE OF STUDY 15 — KINDERGARTEN - PRIMARY COURSE OF STUDY INTRODUCTION Having set forth the educational objectives in terms of definite human needs, our next step is to determine the types of experience or subject matter and activities ])est adapted to these needs. Dewey points out that: "The child's life is an integral, a total one. He passes quickly and readily from one topic to another, as from one [ spot to another, but is not conscious of transition or break * * * The things that occupy him are held together by the unity of the personal and social interests which his life carries along * * * He goes to school \ and various studies divide and fraetionize the world for him * * * [ Facts are torn away from their original place in experience and [ rearranged with reference to some general principle. Classification is ; not a matter of child experience ; things do not come to the individual \ pigeon-holed * * * The studies as classified are the product of the science of the ages, not of the experience of the child * * * Now, the ! value of the formulated wealth of knowledge that makes up the course of study is that it may enable the educator to determine the environ- ment of the child, and thus by indirection to direct."* It must be borne in mind that the young child knows only the small world of his immediate environment and he knows it only vaguely and disconnectedly. It becomes the function of the school and the course of study to help him organize and understand his world— to help him to fill out, elaborate, define, and put together the objects, ideas, and notions that belong together. Gradually he gains the elements of ; knowledge, the fundamental habits and skills, and the wholesome i attitudes, interests, tastes and ideals which the adult classifies as science, i geography, history, mathematics, language, art. ' Under the following headings, then, the content of the suggestive j course has been tentatively outlined: (1) Community Life and Nature I Study; (2) Language Arts; (3) Fine and Industrial Arts; (4) Plays ' and Games; (5) Music; (6) Number. The starting point for the course in Community Life and Nature j Study is the immediate environment. Special emphasis is given to 1 those aspects of the conununity life that relate to human needs as food, I clothing, shelter, rest, recreation, health. The problems locally initiated I gradually lead far afield in place and time, giving background for the study of civics, history, science and geography in the middle and upper 'grades. ♦John Dewey : The Child and the Curricuhim. — 16 — Language Arts iuelude reading and literature; language and com- position; spelling and writing. In each phase of language arts stress is put upon the type of training most needed. These are conversation and oral composition, silent reading for thought getting, language forms most frequently misused and spelling words needed in written work. The course makes provision for gradual acquisition of the simple number facts and processes needed by children between the ages of four and nine. Gradually after repeated use of niunber in play activities the child builds up a background of experience by which he under- stands the abstract number facts and processes that are the funda- mentals of elementary mathematics. There is a growing realization that ample opportunity must be given the child for freedom of expression. The forms of expression within his reach are three: (1) lingiiistic; (2) musical; (3) hand and bodily expression. Linguistic expression has been discussed above. Musical expression in a very simple form should find place in the kindergarten-primary school. Even a very young child when absorbed in work or play unconsciously expresses his mood as he croons to him- self. This natural impulse for musical expression should be organized and made the basis of musical skill and appreciation. Under hand-expression should be included work in fine and industrial arts, that gives training and experience with materials, such as clay, sand, wood, paper, pencil, paints, and crayolos. These mediums give the child a means of expressing his ideas or impressions. While these expressions may lag behind his true conceptions because of lack of technical skill, nevertheless his crude etforts aid us in correcting, enlarg- ing, or otherwise modifying his imperfect ideas. Play should also be included in this group as a type of bodily expression. Playing fireman or street car is his attempt to express his understanding of such ele- ments of these adult activities as he has been able to grasp. Suggestions may aid the child in giving more adequate expression to the form and meaning of the activity. Not only these dramatic activities, but vigor- ous plays and games involving the use of large muscles should be given a permanent place in the kindergarten-primary course. Moreover, play activities are peculiarly potent in molding the character of the child's social relationships. Through properly supervised play, habits of loyalty, fair play, cooperation, and self control can be developed as a basis for later ideals. The basic principles underlying the organization of a curriculum for social efficiency have been thus summarized by Bonser: "1. The curriculum of the school should represent the needs and interests of present-day life in our own immediate environment and the world at large, tlie social factor. — 17 — "2. The M^ork, at any given stage of the child's development, should be that which is adapted to the immediate enrichment of his life as measured by his individual needs and capacities, the psychological factor. "Corollaries. A. In content offered, the school should be really democratic , providing material and means for the development of the concrete thinkers, the children who can manage things, and the children of action, those who can manage affairs and persons, as well as the abstract thinkers, the children who manage ideas and think easily in terms of symbols. "B. In method of procedure, provision should be made for active participation in the processes of real life as this life maintains itself in our time and as it has developed in its evolution from simple beginnings. ' '* ♦Frederick G. Bonser : Speyer School Curriculum. 2—21962 — 18 cH bxju c rt W M O E COURSE OF STUDY IN HOME AND COMMUNITY LIFE — 21 — HOME AND COMMUNITY LIFE The course of study iu home and eonnnunity life aims to ^atiier up, interpret and enlarue upon the child's experiences in the home and comnumity. The four and tive year old kinderp;arten child knows only the world immediately about him and knows it only as it has met his daily needs. The persons and objects most closely associated with the satisfying' of these needs he knows more or less distinctly. They iuclude mother, father, sisters, brothers, playmates, and also the home with its comforts that provide him with work and play ; food, shelter and clothing. Beyond this rather narrow, intimate circle of clear and connected mental imagery of persons and things is a region of less distinct imagery gained l)y occasional contacts with persons and things beyond the con- Imes of family and neighborhood. Bits of experiences with less dis- tinct and connected imagery may be built up about the daily visits of tlie postman or even the dramatic dash of the fire wagon down the street, or the occasional arrival of the circus, or possi})ly, a trip to the city in holiday time with its attendant glitter and clamor. All these are fragments of a world the child comprehends Imt little. They are confused, disconnected impressions that later will be deepened and united with other experiences that give insight into these complicated social relations. Even such fragmentary experiences, however, give him glimpses of tlie world beyond that he senses but understands not. And beyond this hazy realm of indistinct impression lies still another world, even more remote, that must remain so until he has built up and organized his own world suificiently to enable him to use it in iuter- l)reting other lives and other life conditions. It is the function of the school to help the child enlarge his contacts with the life about him and to enable him to nse these in reaching out into other fields. Dewey says: "The first office of the social organ we call the school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young. Then it establishes a progressive order, using the factors first acquired as means of gaining insight into what is more complicated. In the second place, * * * it establishes a purified medium of action. Selection aims not only at simplifying but at weeding out what is undesirable. * * * jj^ tlie third place, it is the office of the school environment to balance the various elements in the social environment and to see to it that each individual gets an opportunity to escape from — 22 — the liniitatioiLS of the social group in which he was born, and to come into living contact with a broader environment * * *."t Thus the narrow zone of clear imagery may broaden out until it encircles ever increasing areas, that enable him to sympathetically and intelligently interpret life beyond his own family and neighborhood. In achieving this end the school must not only help him acquire knowl- edge but must also provide opportunity for gaining essential skills and habits that further these purposes. Habits that promote physical, mental, and spiritual growth. Skills in using tools, materials, and processes that give ever increasing power for control and understanding. Along with the knowledge, skills, and habits should be wholesome interests, tastes, and attitudes that make for a good moral citizen, tolerant and respectful of the rights of others "with malice towards none and charity for all." The importance of inculcating right standards and attitudes in the training of the primary child is thus characterized by Wm. Howard Taft : "The danger of the coming generation is a lack of respect for authority and a lack of sense of obligation to ol)serve the rights and the comforts of others. Cardinal Newman said that a gentleman was one who gave another no unnecessary pain. I am sorry to say that with the lax home discipline and the undue prominence and demoralizing importance we give to the wishes and whims of our children, it is of the highest importance to refresh the curriculum of our primary schocls with instruction, iterated and reiterated, upon this very important part of a child's character which can not but seriously affect the future man or woman. Nowhere can this be clinched for the next generation so well as in our primary and intermediate schools."* What are the major types of contacts that the school sliould establish to secure these ends? Bonser gives these specific principles in answer: "They should represent the needs and interests of present day life in our own immediate environment and the world at large, "f In the Course in Home and Coiiiiimuity Life liei-e given, these common 'needs," these "life terms" have been listed for purposes of organiza- tion under the following headings: For Kindergarten Tlie liome is the cliihl's first world; The neighborhood expands his vision ; Health habits mjikc ]nm a strong child: *Kmma Lyman-Cabnt and other.s : A Course in Citizeiishij} and I^atriotism. tKiffiprick G. Bonser: Speyer Hvhool Curriculum, JJolin Dewey : Democracy and Education, — 28 — IManiiers and morals shape liis character; ''Safety first" protects him from danger; Nature study leads him into new fields ; National and conmnuiity holidays embody the ideals and customs of his people. In first, second and third grades, the first two topics above are expanded by using "the factors first ac([uired" to gain a sympathetic insight into other lives and life conditions. The first grade must of .necessity repeat a large part of the kindergarten course since our Call- — - fornia kindergartens enroll only 31 per cent of the children of kimTef- *^';' garten age. The topics in the first grade are : The home is related to the activities of the conimnnit}' ; i The home as contrasted with that of tlie Indian boy or girl; ! Health habits should be acquired ;-. Manners and morals shape character; I ''Safety first" guards from danger; Nature study leads into new fields; , , ' i Festivals and holidays embody the manners,' ciMoms, and ideals ! of our people. ' ■; The second grade carries along the progressive consideration of the ' home interests to include a study of sources of clq^hing supply. The topics are; ^ ''"■ >'! S-n,.- I 'l^he home throuah the lielp of the lommunity pi'^idgs the child's clothing; ;/ . :^-^:-\/] Other connuunities supply clothing- materials! -^ \i ' Because of many, helpeirs\^ev*e|'5^where the chip tftftay has more | varied materials 'for cloi.piig .tlia|i had the 'pfyifiifive child ; | Health habits should be aeqtiirell ; "^ • { Manners and morals shape character ; "Safety first" protects life and propei'ty; Nature study leads far afield ; Festivals and holidays embody the manners, customs, and ideals of our people. The third grade considers : The home is a shelter made by many workers ; The homes of the community contrasted with those of the early settlers ; Health habits should be acquired ; Manners and morals shape character; — 24 — Safety first protects life and property ; Nature study leads into fields of science ; Festivals and holidays embody the manners, customs, and ideals of our people. In short the course in Home and Community Life helps the child to wholesomely interpret human relationships of family, local community, country, and finally, the world as he is made more and more conscious of his membership in these human groups. PLATE II. F'la. 2. — Building a House with Large Building Blocks — Kindergaiten- College, San Jose. -State Teachers — 25 — 2G — COURSE OF STUDY IN HOME AND COMMUNITY LIFE KINDERGARTEN I. The home is the child's first world Life in the Home Centers About the Family Interests : The family — duties and responsibilities of each member ; Care of home — cleaning, dusting, daily chores ; Child's contribution to the order and cleanliness of the home. Preparation of food for family; Kinds used and where obtained — garden, ranch, grocery, dairy, orchard, sea, river. Drying, canning and preserving foods during season of plenty ; Harvest of crops ; How the child can help in the home ; Thanksgiving — a harvest festival. (Activities: Home activities dramatized in playhouse ; Selecting, making, and arranging furnishings ; Preparing for real luncheon — making paper doilies, gathering and arranging flowers for tables, preparing cookies and milk or cocoa, setting tables, and serving lunch ; Drying figs, raisin grapes, apples, apricots, prunes ; Making jelly or cooking apples for Thanksgiving luncheon; Making booklets of pictures cut from magazines and catalogues illustrating kinds of fruits, nuts, or vegetables grown in in neighborhood; INIodeling fruits and vegetables; Dressing dolls ; Making bedding for doll 's bed ; Washing and ironing doll clothes ; Making aprons for clay or cooking work.) II. The neighborhood expands his vision 1. Neighborhood Helpers Supply Food, Clothing, and Shelter: Parmer, grocer, dairyman, iceman, butcher, fisherman; Shepherd, cobbler, carpenter, plumber, coalman, merchant. -Kind of clothing needed from season to season: Mending and making over last season's garments; Care of hats, coats, shoes. Kind of work done to make home a comfortable, safe place : Water and gas pipes, and drains; Papering and painting ; Planning and building houses, barns, garages. — 27 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE KINDERGARTEN 2. Other Neighborhood Helpers : The polieeman or constable ; postman ; fireman or forest ranger; street cleaner or road master. 3. Streets, Roads, Highways, Lead to Neighboring Homes, Ranches, Towns : Lijilits and sign posts direct people; Vehicles bring food and other supplies. (Activities: Visit to orchard, ranch, dairy, milk depot, bakery, creamery, packing house; Building house or store with large boxes or building blocks ; Playing truck driver or train in bringing material for building ; Showing streets, highway, or railroads in building the neighbor- hood from blocks ; Trip to fire department, or postoffice ; Dramatic play of fireman, postman, policeman, or constable.) III. Health habits make him a strong child 1. Cleanliness and Orderly Ways: Bathing more than once a week ; Brushing teeth more than once a day ; Using clean drinking cups ; Keeping fingers, pencils, coins, handkerchiefs and books out of mouth ; Washing hands before eating ; Using clean towel and soap ; Using clean handkerchief properly ; Keeping shoes dry during rainy season. 2. Daily Food Habits: Chewing food slowly and well ; Drinking milk and water every day — no tea or coffee ; Eating three regular meals daily ; Eating vegetables, fruit, and cereals daily ; Eating pure, simple sweets at end of meal, not between meals. 3. Play, Rest and Sleep : Playing 4 or 5 hours every day out-of-doors when weather permits ; Sleeping 12 or 13 hours every night with open windows. — 28 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE KINDERGARTEN IV. Manners and morals shape his character 1. Conduct in Home, Street and School : Gentle and careful table manners ; Prompt ol)edience to parents and teachers ; Politeness to every one ; Kindness to pets and other animals ; Unselfishness in sharing belongings and pleasures with others; Asking permission before using belongings of others. 2. Habits of Thrift and Industry: "Waste is worse than loss." — Franklin. Using materials as needed but not wasting them ; Repairing torn books or broken toys; Hanging up hats, caps, wraps ; Putting away materials ; Making room tidy after play or work ; Opening penny kindergarten savings account ; Saving pennies for some special purpose. V. "Safety first" protects life and property 1. Ways to Prevent Fire Losses : Avoiding careless use of matches or fire-crackers; Keeping away from jionfires, open fireplaces, hot stoves. 2. Ways to Prevent Accidents : Looking up and down road before crossing; Crossing streets or roads at protected places ; Playing in home yards, play grounds — not streets or ronds. VI. Nature study leads into new fields "Train the cliildren eacli in liis own little garden to respect fruit trees, honorable profit, industry, beaut.y, and good order; it is the summary of all gospels to num." — News Lcffcrs of Thomas Carlyle. 1. Phint Life: Observations related to seasons; Fall — Gathering flowers, seeds, fruits, leaves ; Kinds of wild flowers — goldenrods, asters; Kinds of garden flowers — cosmos, nasturtium, chrysanthe- mum, poinsettia; Bulbs, seeds, crops planted ; Fall ranch activities — picking, drying fruits; Irrigating produce and alfalfa fields. Pruning of orchard trees, berry bushes, and grapevines. — 29 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE KINDERGARTEN Spring — Signs of new life : Wild flowers in abundance— dandelions, poppies, violets, baby-blue-eyes, buttercups, forget-me-nots ; New plowed fields ; Blossom time — oranges, apricots, pears, almonds, prunes, apples ; Planting school garden or window boxes — flowers, vege- tal)les ; Shade trees show fresh new green — pussy willows, palm, acacia, eucalyptus, redwoods, cedars, pines. Animal Life: Common domestic animals; Kinds in home, in barnyard or pasture ; Care and provisions for each — chickens, cows, sheep, horses ; Home or school pets — hen and chickens, cat and family, rabbit family, gold fish or tadpoles ; Difference in care and growth of each ; Help given by each. "Wild animals : Birds seen in fall ; in spring ; all the year round ; Wild animals of fields and woods; Animals of zoo or park ; Bird Day — significance. Insects : Butterflies and bees that visit the garden ; Egg and caterpillar stages in the life cycle of the moth or butterfly ; ' J Grasshopper,, cricket ; ^ Where and how they live. Earth and Sky: ^ind — How does it help ; how does it hinder ; How play with children. Rains — ^When come — changes following winter rains; ' :^^! Connect rains with growing season ; ' Sea — Tides and waves — sea life. i Sun — Greater warmth about noon time; Connect sunrise with morning ; sunset with evening ; Moon and stars with night ; Value of sunshine to all growing things. — 30 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE KINDERGARTEN (Activities: "Walks about neighborhood to collect seeds, leaves ; Visit to homes to observe pets or farm animals ; Excursion to nearby meadow or field to gather poppies, lupins, buttercups, or other wild flowers; Naming flowers in garden ; Watching tadpole or gold fish ; Drawing, modeling farm animals for sand table ; Making bird, farm, sea, wild flower book ; Visiting orchards in blossoming or harvest season ; Watching the farmer plow or irrigate field ; Flying kites or toy balloons on a windy day ; Gathering cocoons to watch the butterfly awaken ; Visiting grocer or farmer to get pumpkin for Jack-o'-lantern Observing linnet, humming bird, or mocking bird build nest Putting up bird house, bird baths or feeding shelves for birds Organizing club to protect California's wild flowers.) PLATE III. Fig. 4. — A Thanksgiving Luncheon — First We Cook It. ;'i;. 0. -Tli:-;) We Eat It. VII. Festivals and hclidays embcdy the manners, customs, and ideals of our people 1. National and State Holidays: Xovember — Thanksoiving. Febrnary — Lincoln "s Birthday. March — Ar1:»or and Bird Day. May — ]\Ieniorial Day. June — Flag Day. 2. Social and Coniinunity Holidays : October — Ilallowe 'en. Deceml)er — Christmas. February — Valentine Day. April — Easter. IMay — ]\Iay Day. May — ^Mother 's Day. — 32 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE I. The home is related to the activities of the community 1. Life in the Home Holds Center of Child's Interests: The family — helpfulness and service of eaeh member; How children can help by brushing teeth without being told ; cleaning shoes before entering house ; putting away belong- ings; dressing and undressing themselves. What the family eats — plant and animal foods ; food raised on ranch or in garden; mother's part in preparation of food; cleanliness in preparing food and in eating — clean aprons, clean hands, need of cooking caps. How children can help at home — going to table clean, helping younger brother or sister. (See also course for kindergarten.) (Activities: Making and furnishing playhouse; Visiting furniture store ; Reading from simple supplementary readers as ' ' Work-a-Day Doings on the Farm," "Polly and Dolly," or "Bobby and Betty at Home," in connection with similar experiences. Taking part in "Cleanup Week" campaign; Modeling clay dishes for playhouse ; Making and fitting out rooms of playhouse ; Cooperative reading lessons based upon playhouse activities; Songs, games, plays, dramatizing home activities ; Collecting pictures presenting attractive phases of home life.) (a) Sources of food suppl}^: Kinds from grocery, gardens, orchards, groves, ranches, river, sea: Fruits, vegetables, cereals, meats, fish, eggs. Kinds stored, canned, or preserved during plentiful harvest season. Kinds shipped to other places : Grains, prunes, nuts, olives, oranges, vegetables, raised by California growers and ranchers. (Activities : Planning luncheon ; Making doilies ; Preparing and serving simple dishes as baked apples, cookies, and cocoa ; Washing dishes, tea towels, and making room tidy; — 33 — PLATE IV. Ft'!, fi. — T^o You Like Our Parasols' Fig. 7.— I Made My Hat. I Think It Is Pretty. 3— 219G2 — 34 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE Making jelly; Cutting patterns from newspaper and making work aprons from flour sacking; Washing, dyeing, stenciling flour sacking to be used as curtains for windows or book cases ; Making farm, orchard, or ranch in sand table; Visit to cannery, dryer, or evaporator; Drying fruits; Storing nuts far Christmas and Thanksgiving parties; Making sea scene in sand table ; Playing cafeteria; Visiting warehouses to see bales of hay or cotton; or bags of grain, nuts, beans, or sugar; or boxes of fruit. (b) Clothing used by the family: Where and how obtained; Materials suitable for changing seasons; How father and mother help ; Kind bought at stores; How children can help by keeping clothing clean, by hang- ing up hats, caps, and wraps ; by blacking or otherwise caring for shoes. (Activities: Making aprons, hats, parasols, or costumes for play; Sewing tape hangers in caps, hats, or wraps to hold them securely on hooks in coat room ; Weaving rugs to be used for hot handle holders or wash- cloths in the home.) (c) Need of shelter : Location of house — street and number ; Arrangement and use of various rooms ; Heat, light, and water supply — air and sunshine; Materials used in building house ; Work of carpenter and mason ; the painter and the plumber ; How children may help to keep house clean and home happy. (Activities: Building and furnisliing a large doll house; Planning separate rooms ; Selecting and hanging wall paper; Making furniture suitable to each room; — 35 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE Visiting house being built to observe progress of work — digging of cellar, laying foundation, putting up beams for supports; Making drawings as records of such trips and assembling these into booklet; Telling story of making of doll house as record for booklet.) (d) Protection and service: Policeman or constable, fireman or forest ranger, postman, telephone and telegraph operator, street cleaner or road master, farm adviser. Doctor, dentist, nurse; school superintendent, teacher, janitor ; How child may help each of these to do his work. (Activities: Making trip around school or neighborhood to see firemen, the traffic policemen, or the janitor at work; A visit to the shop where big boys are at work upon our "play house," our "teeter board," or "our blocks." Playing postman ; Sentence making (oral) for composite report; Drawings, pictures cut out from magazines used to illustrate sentences ; Taking part in fire drills; Helping to care for surroundings at home and at school; Providing books, toys, or cheerful greetings for absent playmates.) II. The home as contrasted with that of the Indian boy and girl The Food Eaten by Indians Before White ]\Ien Came : How Indians made bread, preserved meat, gathered berries and roots ; Work of different members of the family ; Clothing Made and Worn by Indians : Weaving, dyeing of wool and grasses; Preparation of skins ; Substitute for needles and thread ; Looms for weaving. — 36 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE Shelter — Tepee, and Cliff Dwelling Indians: IMaterial used; Where fire was built for cooking; How home was ventilated ; How fire was made without matches. Plays, Games and Training of Indian Boy or Girl : How they helped fathers and mothers. (Activities: Planning, cutting out, fitting, and making Indian costumes; Building up Indian settlement in sand or lietter still, where conditions are favorable, out-of-doors ; Eeading or listening to such stories as "Hiawatha's Childhood" or "Docas, the Indian Boy"; ]\Iaking canoes, bows and arrows; Giving Indian play for school assembly; Learning appropriate songs for play ; Composing and dictating stories for illustrated booklet about Indian life.) III. Health habits should be acquired 1. Cleanliness and Orderly AVays: Bathing more than once a week ; Brushing teeth more than once a day ; Using clean drinking cups; Keeping fingers, pencils, books, handkerchiefs, or coins out of mouth; "Washing hands before eating; Using clean towel and soap ; Using clean handkerchief properly ; Keeping shoes dry during rainj' season. 2. Daily Inspection For Clean Hands, Faces, Handkerchiefs: Purpose of inspection is to help children form habits of cleanliness. Inspection may l)e done by one or more children. Soap, water, and toweLs should be provided for those needing them. (See correlation with Course in Fine and Industrial Arts, Plate X, Fig. 18.) — 37 — PLATE V. I'^IG. S.— iTiiniiiv- e-Mi.:iiiy— Roasting Meat— First Grade— Stato TluuIici-s College, San Diego. Fig. 9. — Making Indian Piki — First Grade — State Teachers College — ^San Diego. 200008 — 38 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE 3. Twelve Guide Posts on the Health Highway : 1. Keep the skin clean by bathing ; 2. Breathe fresh air ; 3. Play out doors every day ; walk properly ; sit erect ; 4. Sleep with open windows 10 to 12 hours every night ; 5. Eat slowly and chew food thoroughly; 6. Eat fruits and leafy vegetables daily ; 7. Drink water and milk rather than tea and coffee ; 8. Brush teeth more than once a day ; 9. Eliminate waste material from bowels at least once a day • 10. Work industriously ; 11. Keep cheerful; laugh heartily; 12. Help somebody in some way every day. IV. Manners and morals shape character 1. Courtesy Should be Observed at Home and Away From Home: ''Politeness is to do and say The kindest thing in the kindest way;" Saying "Please" and "I thank you" when a kindness is sought or received; Letting grown up folks be seated first in the room or at the table ; Giving the best to the guests or older members of the family ; Mending ways when reproved — never sulking or answering back ; Being cheerful at schoo', in the home, especially at the table; Giving a pleasant "(lood morning" to teachers and com- panions at scliool ; Saying "Excuse me" when at fault; Opening the door for mother or any older person leaving room ; Learning to use knife, fork, and spoon properly. "Eat at your own table as you would at the table of a king. ' ' — Emerson. (See Bulletin No. 18, Suggestions for Teaching Good Manners in the Elementary Schools — Cal. State Board of Ed.) 2. Attention Should be Given to Habits of Thrift and Industry by : Sewing on buttons, mending clothes; Handling toys and playthings with care ; Mending books and broken toys ; covering books to keep them clean ; — 39 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE Passing on to other children outgrown toys; Keeping walls, fences, and buildings free from defacing marks ; Making pennies grow into nickels, quarters, and dollars by starting savings bank at school ; Opening an account later in community savings bank when $1.00 or more accumulates. "Waste not, want not." "Wilful waste makes woeful want." V. Safety first guards from danger 1. Hazards of Home and Neighborhood May be Overcome by : Avoiding broken steps or stairways ; Picking up marbles or other toys left on floor ; Playing safe — not tripping another even in fun ; Keeping away from scrub buckets, wash tubs, or wash boilers set on floor ; Keeping away from matches, bonfires, Christmas trees, fire- works, open gas heaters; Handling with care glass, nails, knives, scissors, or other sharp-edged articles. 2. Hazards Away From Home or Neighborhood May be Avoided by : Watching carefully in boarding and leaving cars, stages, trains, boats; Keeping to right in aisles or crowds; Helping older people to put out bonfires or campfires before leaving ; Keeping away from dangling wires and poles carrying electric wires ; Learning to cross the street or road safely : Looking up and down street or road before crossing; Crossing streets or roads at protected places if possible ; Playing in home yards, playgrounds, parks — not in streets or roads; Learning driving signals — watching auto driver's hand; Learning meaning of "Go" and "Stop" signals; red and green lights as night signals ; Not running into street from behind parked automobiles. — 4:0 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE VI. Nature study leads into new fields "The stiuly of nature may be classed among the humanities as truly as the study of language itself."* Nature material within the particular locality should be chosen. This should relate intimately to child's own life and stimulate interest in the care, protection, and close observation of natural phenomenon. 1. Plant Life: Observations related to seasons: Spring budding and blossoming of fruit and shade trees about the vicinity ; Fall — harvest of fruits and fall of leaves; Needs of plants — water, sunshine, good soil ; Garden in spring of flowers and vegetables ; Study of way plants grow from seed — nasturtium, let- tuce, radish, pumpkin, wheat, corn, bean; Study of way plants grow from bull)s — tulips, Chinese lily, hyacinths, dahlias. Trees of neighborhood : Recognition by leaves; Trees keeping leaves in fall — palms, acacia, eucalyptus, pine, fir, citrus fruit trees; Trees whose leaves drop off in fall — hardy fruit trees, nuiple, elm, oak, Avalnut ; Wildflowers of woods, canyons, desert, fields, and seaside. 2. Animal Life : Common and doiuestic animals: Kinds in home, barnyard or ])asture; Care and provision made for each; Value of each — eggs, butter, meat, ]u(U's, wool. Wild animals: Birds seen in fall ; in spring ; all the year around ; Wild animals of fields, woods, mountains, or deserts ; Animals at park or zoo; Bird Day — significance. Insects : Moths, butterflies, bees that visit garden ; Recognize difference in appearance between butterflj^ and moth. 'Nicholas Murray Butltr: "The Meaning of Education," p. 56. — 41 PLATE VI. Fig. 10. — An Easter Egg Shell Garden. From Outline Studies of Schoolgarden- O. J. Kern Fig. 11. — Taking Care of tlie School Rabbits — Second Grade — State Teacher.s College, San Diego. — 42 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE Houseflies — observe methods of extermination; Spiders (not true insects), dragon flies, crickets, grass- hoppers, mosquitoes ; Identify these and observe where and how they live. 3. Earth and Sky: Winds — How they help or hinder: On sea ; on land ; in city ; in country ; How they play — flying kites, tossing things about, blowing clouds across the sky. Rains — When they come ; What changes follow them : River beds fill with water ; Fields turn green ; Trees bud and blossom ; Many birds come from south ; Rainbows and sunshine. Sea — Tides and M^aves — sea and beach life. Sun — Greater warmth about noon time ; Connect sunrise and morning ; sunset and evening ; moon and stars with night ; Value of sunshine and warmth to all growing things; Months of autumn, winter, spring. (Activities : Walks and excursions to woods, streams, seaside, farms, florist or grocer ; Collecting leaves for pressing and mounting in tree book ; Planting egg shell gardens, flower boxes, "pocket" gardens; Planting bulbs in fall for Christmas, Valentine, or Easter greetings ; Keeping wildflower chart showing name of flower, date and plade found ; Caring for pet hen and chickens, or canary, or rabbit, family ; Assembling and caring for aquarium; Raising at home ducks, chickens; or a vegetable garden; Keeping weather record showing by colored discs, sunny, cloudy, or rainy days ; and length of shadow at noon ; Making and flying kites ; Planting trees, shrubs, vines on Arbor Day ; Caring for trees after they have been planted; Drawings, stories, pictures assembled in a bird book ; Reading or listening to stories or learning poems and songs.) — 43 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE FIRST GRADE VII. Festivals and holidays embody the manners, customs, and ideals of our people 1. National and State Holidays : November — Thanksgiving. February — Lincoln '.s Birthday and Washington's Birthday. ]\Iarch — Arbor and Bird Day. May — ^Memorial Day. June — Flag Day. 2. Local and Community Holidays : October — Hallowe 'en. December — Christmas. February — Valentine Day. April — Easter. May— ]\ray Day. May— IMother's Day. 3. Local Fete or Festival Days : Blossom Festival. Raisin Day. Rose Fete. Orange Show. Carnival of Winter Sports. COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE I. The home through the help of the community provides the child's clothing 1. Kind of Clothing Needed for Diiferent Seasons and Weathers : Summer, winter, sunshine and rain ; Recognition of different materials — cotton, linen, wool, silk, rubberized goods, leather, fur; Work done in the home in making and cleaning clothing: Mother does cleaning, darning, mending, sewing on buttons, makes dresses, blouses, or other garments ; She secures material from drygoods stores, shoes and overshoes from shoe stores; Dressmaker, or tailor, or cleaner may help. How children m-Ay help in caring for clothing — hanging up hats, caps, wraps, and putting away personal belongings. — 44 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE 2. Sources in the Community Supplying Clothing: Stores — sources from which supply comes; Mills and factories— articles made and source of their supply ; Other sources — sheep ranches, cotton plantations. (Activities: Visiting store to see different materials ; Weaving bath rug ; Dressing dolls for playhouse or sand table ; Making a chart of samples of clothing made of various kinds of materials ; Comparing list of clothing materials used with that used by early Indians ; Making sash curtains from flour sacking or scrim.) II. Other communities supply clothing materials 1. Sheep Ranches of California : Life of shepherd upon the range ; Care of sheep, shepherd's dog; Shearing time— washing sheep, shearing, baling, and shipping wool to mill w^orkers who comb, spin, and weave it into cloth ; Stories of shepherds and weavers of other times and places : Kanana the Bedouin Boy ; David the Shepherd Lad ; Arachne the Goddess Weaver; Heidi the Swiss Girl. (Activities: Constructing sheplu^rd life scenes on sand table ; Modeling sheep, dog, shepherd's crook; Making sheep fold, huts, atid other accessories. Dramatizing stoi'ies of shepherd life; Memorizing poems; Collecting and mounting pictures illustrating shepherd life in our own country, Arabia, in Greece, in France, and among the Navajo Indians; Making looms and weaving upon cardboard looms, material for bags, doll caps or sweaters, or doll hammocks.) 2. Cotton Plantations of Imperial Valley in California : Life among the cotton field workers; Planting time, growing time, and harvest; Picking, carding, spinning, weaving, and dyeing ; — 45 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE Kinds and uses of cotton goods — calico, muslin, gingham, canvas, rope ; Stories of plantation life in the South. (Activities: Plandling cotton ])olls — separating seed from fiber; Listing articles of clothing and household use made from cotton ; Collecting samples of calico, muslin, cotton flannel, gingham ; Reading stories about cotton growing in our own and other countries ; Making a cotton plantation in sand table ; Reading or listening to such stories as: "Story of Cotton" in The Four Wonders-. E. E. Shilling; "The Cotton Fields" in How We Are Clothed: J. F. Chaml)erlaiii.) 3. Silk Fields of Japan : Life in Japanese silk fields ; The silk worm — appearance, food, and cocoon ; Preparation of silk material for fabric. (Activities : Planning Japanese community in sand table ; Dramatizing story of Japanese life ; Reading stories of silk culture in southern France or Japan ; Collecting cocoons, observing moth coming out of cocoon, watch- ing changes from eggs to caterpilhirs and to full grown moths ; Drawings illustrating different stages in development; Collecting samples of silk ; Telling story of silk in a booklet containing drawings and pic- tures illustrating life of Japanese ; Reading or listening to such stories as: Matsu the Japanese Girl: Lulu M. Chance; Big and Little People of Other Lands-. E. R. Shaw; Study difference in appearance of butterfly and moth.) 4. Cattle Ranges of the West : Life upon the open range in Summer and Winter; Homes of cow boys and cattle herders; Herding and rounding up cattle for shipment ; Hides used in making leather — tanning, coloring; Leather used in making shoes, boots, belts, gloves, straps. (Activities : Collecting and mounting into booklet pictures of cattle life ; Visiting shoe store and cobbler's shop; Stories and songs about shoemaker ; — 46 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE Drawings and short stories written by teacher upon blackboard at class dictation and later printed or mimeographed for reading lessons to be mounted in booklet.) 5. Rubber Forests in the Warm Countries : Story of life in the world 's rubber belt ; Homes in the jungles of the black or the brown child; "Work of collecting and preparing rubber — tapping trees, hardening the crude rubber, shij)ping it in bales; Rubber and rubberized articles — overshoes, boots, rain coats, garden hose, automobile tires, pencil erasers. (Activities : Reading or listening to such stories as: "Pedro's Day's Work," in John Martin's Rubber a Wonderful Story, or "W^here the Mackintosh Grows," in J. F. Chamberlain's Hoiv We Are Clothed; or Jane Andrew's Seven Little Sisters, and Each a7id All. Making a booklet telling by pictures, drawings, and a few seij- tence-stories "How the Jungle People Help to Clothe Me on Rainy Days.") 6. Furs and Felts from the Northland: Furs that keep us warm — fox, beaver, seal ; Where and how we get furs ; Story of Eskimo children of the far north; Igloo home — how constructed, heated, lighted; Clothing — material used ; how made ; Story of lonely life of trapper in northern woods. (Activities: Collecting pictures of fur bearing animals and scenes showing life in the cold regions ; Reading or listening to stories such as : "Ikwa the Eskimo Boy" in Liltle Folks of Many Lands, by Lulu Maud Chance; Eskimo Stories by Mary E. E. Smith; The Children of the Cold by F. Schwatka; The WJiite Seal by Rudyard Kipling; "Polar Bear Story" in Call of the North: Chas. Roberts; "Agoonak" in Seven Little Sisters: Jane Andrews; "Our Furry Friends" in How We Are Clothed: J. F. Cham- berlain. Constructing Arctic scene in sand table ; Modeling animals and dressing dolls.) — 47 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE III. Because of many helpers everywhere the child today has more varied materials for clothing than had the primitive child 1. Review of Numerous Communities Helping to Give Us Clothing. 2. Clothing Worn by the People of These Regions : How it differs from ours. 3. Clothing of Primitive Peoples : The Cliff Dwellers — the cliff country of the southwest ; House — how made, rooms, sizes, ascending tiers of houses; How cliff dwellers lived ; Their food, their work (pottery, weaving, farming), their dress. Other primitive people who provided all materials for their clothing : Tree Dwellers — use of teeth, claws, feathers, for adornment; Early Cave Men — skins for clothing, dressing and fastening .skins together, making of sandals and leggings ; Later Cave Men — how they learned to make new inventions in clothing. (Activities: Modeling cliff dwellings from adol)e, or rock and cement, or clay and paper pulp ; making weapons, tools, and utensils used ; Making Lake Dweller's house and dramatizing incident from life of these people; Dressing several dolls to illustrate clothing w^orn by primitive people ; Reading or listening to such stories as : In ike Land of Gave and Cliff Dwellers: F. Schwatka; The Tree Dwellers: Katherine Dopp ; The Early Cave Men: Katherine Dopp; The Later Cave Men: Katherine Dopp; Things to Do: Katherine Dopp ; Lolame the Cliff Dweller: C. K. Bayliss. IV. Health habits to be acquired 1. Cleanliness and Orderly Ways: Daily inspection for clean hands, faces, teeth, ears, noses, handkerchiefs, clothes, and reports concerning personal baths ; Importance of good teeth : Brushing more than once a day and especially before going to sleep at night; — 48 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE Special care of the six year permanent molars — the first back double teeth; Using individual drinking cups or bubbling fountains in public places ; Keeping fingers, pins, pencils, coins, and handkerchiefs out of mouth ; Washing hands before eating; Washing hands after using toilets; Using clean towel and clean soap ; Cleaning and filing nails ; Importance and use of clean handkerchief; Use handkerchief when sneezing or coughing. 2. Daily Food Habits : Eat three regular meals daily ; Eat vegetables, fruit, and cereals daily; Drink i)lenty of milk — at least a pint a day; (milk is the master builder) . Drink at least 4 glasses of water daily — no tea or coffee. 3. Play, Rest, and Sleep : Go to bed at 7 or 8 o 'clock every night ; Sleep from 10 to 12 hours daily ; Take a nap or rest during afternoon if possible ; Always sleep with windows opened; Play out-of-doors in sunshine every day if weather permits ; Flay fair ; be honest and reliable. V. Manners and morals shape character 1. Courtesy in Home, School, and Street: (a) Courtesies to home folks — obedience without grumbling; Expression of gratitude or appreciation ; Standing when elders come into room ; Placing chair for mother; Avoiding interrupting when others are speaking. (b) Courtesies to guests in the home — pleasant greetings ; Sharing toys or belongings with visiting children ; Being polite always. (c) Table manners — Neatness of dress and cleanliness of person before going to table; When and how to be seated ; — 49 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE Conduct at the table — waiting quietly to be served ; Helping to serve others by passing dishes that are near by ; Usnig knife to cut food or butter bread ; Using fork to carry food to mouth ; Turning tines of fork down when cutting food ; Keeping spoon in saucer except when stirring cocoa, milk, or bouillon. (d) Conduct at school — Prompt obedience to rules" and regulations ; Necessity for these; Value of abiding by the law or observing the rules of the game in work and play ; Respecting rights of others in school and on play- ground ; Politeness to schoolmates and teachers. (See also Kindergarten and First Grade Course.) 2. Thrift and Industry' : "Thrift is not meanness but management." 1. Saving mother's time by helping self in home and school — Dressing in morning; getting ready for school; putting up school lunch; caring for playthings and other belongings ; getting ready for bed ; Caring for lunch boxes, wraps, and other personal be- longings; keeping at work until task or purpose is accomplished ; helping to care for school pets, window boxes, school gardens. 2. Saving and sharing — Opening savings account at school for pennies, nickels, and dimes ; Depositing in regular bank, savings at stated times; Raising pet calf or ducks or chickens ; Saving for purchase of some special gift ; Repairing, cleaning, mending outgrown toys and books for others who may enjoy them. VI. Safety first protects life and property 1. Rules fur Preventing Accidents : Learn traffic signals for turns — watch driver 's hand ; Play in home yards or playgrounds rather than on roads, streets, or other unsafe places ; 4—21962 — 50 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE Avoid "hooking" rides on passing vehicles; Keep yard and playground free from broken glass, rusty nails, tin cans; Watch your step in boarding or leaving cars, stages or boats — wait until they stop before stepping off; Refrain from shoving, pushing or tripping others even in fun ; Keep away from explosives, fallen electric wires, and poles carrying live wires; Cross streets or roads at protected places — avoid "jay-walk- ing. ' ' 2. Rules for Preventing Fire Losses : Avoid playing with matches; bonfires, or fires in open fire- place ; Keep candles out of drafts ; Handle carefully candles on Christmas trees or Jack-o'- lanterns. Keep curtains and other flimsy materials away from candle flames, hot stoves, or pipes ; Turn off the current before leaving electric iron, toaster, or other similar devices ; Be sure camp fires are out before leaving them ; Leave your camp as you would like to find it — bury or burn all refuse; Help keep California 's pleasure grounds clean ; VII. Nature study leads far afield 1. Name and Recognize Common Animals: Birds, plants, flowers, trees, fruits, and vegetables of the community ; (a) Birds — Recognize common ones by sight, calls, songs, or flight ; Know what food the}^ eat and how they serve the farmer ; Keep wild flower and bird calendar noting date and place of observation ; Bird day — significance and observance. (b) Animals — of park, zoo, or woods: Life and native habitat — of lion, or elephant ; Food and habits of various animals; Uses — .skins and food. — 51 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE (e) Insects as enemies and allies: Life history of — honey bees, ants, wasps. (d) Plants: Wild flowers — goldenrod, cactus, wild larkspur, poppy, lupin, brodiae ; Garden flowers — nasturtium, marigold, geranium, wistaria, dahlia, rose, sweet pea ; Seed distribution; parts of plant; root, stem, branch, leaf; Trees and fruits — live oak, eucalyptus, pepper, orange, apple, olive, pear, peach, prune, apricot, figs, and nuts ; Arbor Day — purpose and observance. Vegetables and cereals — corn, wheat, bean.s, cal)bage, onion, pea, cauliflower. 2. Plant a School Garden : (a) Plan for vegetable and flower plots; (b) Germinate seeds in egg shell or tin can gardens for study of manner of growth; use such seeds as corn, beans, wheat. (c) Make brief study of soils: Plowing and preparation for planting ; Importance of sunshine and water. (See Kindergarten and First Grade Course; U. S. Dept. Agriculture, Farmer 's Bulletin No. 218, ' ' The School Garden"; University California Bulletin by O. J. Kern: "Outline Studies on School Garden, Home Garden.") 3. Weather and Climatic Conditions : Winds — Tides, fogs; Seasons — Rains, sunshine ; Sunrise, sunset. (See Kindergarten and First Grade Course.) VIII. Festivals and holidays embody the manners, customs, and ideals of our people 1. National or State Holidays : September 9 — Admission Day. October 12 — Columbus Day. November — Thanksgiving. February 12 — Lincoln's Birthday. — 52 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE SECOND GRADE February 22 — "Washington's Birthday. March 7 — Conservation, Bird and Arbor Day. May 30— Memorial Day. June 14 — Flag Day. 2. Social and Community Holidays : October 31 — Hallowe'en. December 25 — Christmas. April — Easter. May 1— May Day. May— Mother's Day. 3. Local Festivals : Blossom Festival. Raisin Da}'. Rose Fete. Orange Show. Play Days. Carnival of Winter Sports. COURSE OF STUDY IN HOME AND COMMUNITY LIFE THIRD GRADE The home is a shelter made by many workers 1. The Carpenter, Tinner, Mason, Bricklayer, Plumber, Elec- trician — Work Done by Each: Many materials used in l)uilding homes: Bricks, stones, lumber, iron, steel, stucco, cement. Houses and buildings in the community. 2. Other Communities Prepare Building Materials : Stories of quarrying, lumbering, brickmaking, mining, glass making. 3. Many Hands Carry Building Materials From Distant Parts to Us: Engineer, conductor, sailor, truckman, barge tender. Means and methods of traveling — roads, railways, steamships, pack trains, sledges, rafts. Means of carrying messages from place to place: Story of development of means of communication. (Activities: Collect pictures showing types of houses built of various materials ; — 53 — PLATE VII. Fig. 12. — California's Horn of Plenty. Fig. 13. — California's Citrus Products — Floats prepared by I-Bs as part of pageant of California's industries presented by the eight grades — San Diego Public Schools. — 54 — COURSE OF STUDY IN HOME AND COMMUNITY LIFE THIRD GRADE Visit house or building being- eonstrueted ; make chart of neigh- borhood showing location of school, homes, parks, woodlands, ranches, water towers, and other features; Make list of building materials produced or sold in the com- munity ; Read from such books as The Play House and The Most Won- derful House in the World, by Mary S. Haviland.) II. The homes of the community contrast with those of the early settlers 1. The Coining of the First Settlers to the Community. 2. The Coming of the Spanish Missionaries to California : Father Junipero Serra ; Work of missionaries among California Indians. 3. Overland Immigrant Trains : The Donner party; Reception at Fort Sutter. 4. Days of Forty-Nine — Discovery of Gold : Life of early miner. (Activities: Contrasting present every day life of the community with that of 50 or 100 years ago ; Interviewing old pioneers of the community for personal accounts descriptive of the days of '49 ; Visiting old landmarks, missions, forts, museums; Modeling stage coaches, adobe cabins, and primitive farm implements ; CnKr in the Sunshine — Tliird Grade — OakUiiid Public Schools. 5. Textiles: AVeaving from grasses, palm splints, pine needles, or other native material : Hand bags and baskets of different sizes and shapes, whisk broom holders, hot plate mats, or iron holders, small rugs for playhouse or bath rugs (made by sewing several small ones together). Knitting or crocheting scarfs, doll sweaters, caps; Dressing clothes pin, bottle or other dolls for sand table projects; — 83 — PLATK XIII. Fig. 25. — Put Out Your Camiiflre When You Break Camp — Third Grade — Oakland Public Scliools. ]\Iakiug simple costumes for plays or special holidays; or cambric aprons for cooking or clay work; Cross stiteli work upon cheeked or plain textiles. IV. Design and lettering "If a child arranges a few units in a border or places a little picture on a page, he is nsing a rudimentary appreciation or judgment as to rhytlim and fitness that lays the foundation for future expression."* 1. Design — in repetition of units in borders, or surface pattern arrangement as applied to ba.skets, boxes, vases, candle- sticks, bowls, tiles. Booklet covers, envelopes, portfolios, paper plates; Cross stitch designs upon textiles — luncheon sets, doilies, table runners, collars and cuffs; Block stenciling or printing upon textiles or paper. *A. Dow : Theory and Practice of Teaching Art, p. 65. 84 Fig. 27. — Paper Cutout in Composition Study — Second Grade — Berlceley Public Schools. Pig. 28. — Paper Cutout in Form Study of Birds— Third Grade— Berkeley Public Schools. - 86 — COURSE OF STUDY IN FINE AND INDUSTRIAL ARTS SECOND AND THIRD GRADES 2. Lettering — in filling given spaces on title page or book cover with single word or group of words; Single line capital letters drawn free hand should be made. Note — Cut-out shapes that can be readily shifted about over the given surface aid the child to note the different space arrangements and to judge which are the most pleasing. V. Color ''Color is one of the three passwords to the world beautiful. The second is Form and the third Arrangement." — Henry Turner Bailey. Appreciation of pleasing color combinations in spring or autumn flowers ; Color harmony in selecting furnishing for doll house or costumes for plays or dresses for dolls ; Selecting the subdued or middle colors in nature and common objects ; Predominance of these over gaudy brilliant colors. Mixing colors to use as stencil dyes — experimenting until desired hue is found; Painting with fresco or enamel paint : Toy wooden animals ; Stencil designs upon sanitas or oil cloth for luncheon sets ; Cans, boxes, and other containers for pantry or kitchen supplies ; Labels for these may be stenciled on if desired. Note — In the study of color the aim should be recognition of the different hues, appreciation of pleasing color combinations, and the development of skill in effective application of these to practical prob- lems. These principles should be reflected in the choice of color com- binations in costumes and home furnishings. — 87 — PLATE XIV. Fig. 29. — Cutout Figure in Study of Composition — Third Grade — Berlceley Public Scliools. COURSE OF STUDY IN NUMBER - 91 COURSE OF STUDY IN NUMBER I. INTRODUCTION: "Number is the tool whereby modern society in its vast and intricate processes of exchange introduces system, balance and economy in those relations upon which our daily life depends."* Number performs the same function for the primary child as it does for modern society with this difference — the child uses it only in its simplest forms to satisfy his daily needs which are proportionately much less complicated than those of modern society. What are the needs of the kindergarten-primary child for number? Watch him at work or at play. His games call for comparisons, measuring, counting, keeping score, adding to and taking from. He plays store, street car, plans the cost of gifts or a school party, measures for a school garden. In such experiences, number as number is not singled out by the child from the social situation in which it functions. It is all a part of the whole joyous experience of life. Later when he reaches the first and second grades, these number facts that have been met over and over again are singled out more or less consciously and are seen as facts in the same sense that table, chair, boy, girl were similarly singled out in nursery days. Psychologists tell us that the mind itself, after meeting many situations in which the same element has appeared under varying conditions, singles out this common element. Therefore, it is only after the child has repeatedly met the same number relations and has realized the convenience of skill in the automatic use of them is he ready to single them out and memorize them. In this early stage, the novelty of a new number fact learned prompts the desire to put it to many uses. When the foot ruler becomes a prized possession, the child measures everything in sight — the teacher, companions, the desk, the floor, the blackboard. So, too, when count- ing by tens or fives or twos has first been grasped, all games are given these "counts" in scoring. The method of study is quite as important as the subject matter itself. The setting for number in the kindergarten and primary grades may be provided in a large measure by activities and interests included in the Home and Community Life course. As each new situ- ation evolves, the child should be given a chance to experiment, sug- gest, test out ways and means until the problem is solved. A certain first grade group playing store discovers that the sales were excessively slow because few knew how to make change for fifty cents. Finally, •Dewey and McClellan — The Psychology of Number. — 92 - the class concluded to shut up the shop and practice making change until all could do it " easy enough to have fun. ' ' "With this view of the child's number needs in mind, this course has been planned to " (1) build up a body of mathematical imagery that is comparable to the body of language imagery acquired before the formal study of reading is begun; (2) to make clear simple quantitative rela- tions as the child meets them; (3) to awaken an appreciation of the value and need of units of measure for length, weight, time and cost; (4) to secure a grasp of the essential number facts needed by the child for his specific purposes; (5) to give social insight into the quantitative side of community life."* By the latter half of the second and in the third grades, the need for number increases. Furthermore, he has become sufficiently conscious of number as it functions in achieving his purposes to realize the need for greater mastery of number as a tool. In these grades, more atten- tion may be focused upon the mastery of the facts and processes. As the child is gaining the mastery of the more formal elements in number, appeal must constantly be made to socially motivate activities that help him read meaning into number. If this is not done it will be difficult for him to read meaning out of number. Such activities as the follow- ing may serve this purpose in the third grade : 1. Keeping personal expense accounts of : Cost of school supplies ; Cost of clothing for school year ; Cost of vacation trips. (See Thrift and Industry in Home and Community Life Course.) 2. Having a sale for: Candy, valentines, Christmas and Easter cards; Outgrown toys, books, clothing, athletic goods. 3. Opening and conducting a savings bank. 4. Salvaging papers, magazines, over-shoes, bottles. 5. Having a sale of paper ribbon. Use of fractions—^, i, i, ^, -}., f , f. 6. Conducting a home or school garden fair : Measurements of space, boxes and other containers ; Sale of garden products. (See Nature Study in Home and Community Life Course.) 7. Scoring games in: Class room, playground, home. *K. McLaughlin and E. Troxell — Number Projects for Primary Grades. — (in press) — 93 — 8. Using farm interests : Recording number of eggs gathered per week or month — price per dozen ; net profit. Keeping aecoimt of weight of pig or calf. Recording number of chickens, ducks, or turkeys hatched and number raised. II. SUGGESTIONS FOR USE OF THE STATE TEXTBOOK. The state text in arithmetic aims to provide for the number needs of the child. It is essential, therefore, that it be studied carefully. Such study will emphaize the fact that the arrangement of subject matter follows the learner's needs. The aims, principles, methods of pro- cedure, activities, and content as outlined in the preface of Book I, in the notes following it, and in the table of contents should be carefully studied. "New Methods in Arithmetic" and "The Psychology of Arithmetic" by Thorndike will give additional valuable help. A few important quotations from these books and from Book I, State Series, are here listed : Expanding the text The author of the textbook urges teachers to "follow its organization of arithmetical learning, adding other exercises of the same sorts to supplement it and using the daily life of the pupils as a source of problems but not omitting sections or introducing new principles." "It should be observed that the games, activities, and topics upon which the exercises and problems are based permit framing many addi- tional exercises and problems of the same types as those in the text." These may be framed either by the children or by the teacher. Book I, pages 9, 23, 30, 42, 60, etc., may be changed to fit the situation at hand. Use toys, books, etc., in place of the articles suggested. Have actual stores. (See activities listed.) Speed tests and drill exercises The following speed tests and drill exercises will furnish practically all the necessary drills. Use these instead of additional blackboard exercises. SPEED TESTS. (Time standard given.) Book I— Pages 8, 23. 25, 48, 53, 57, 77, 78, 88, 90. Individual records should be kept. A form similar to the following may be used: 94 INDIVIDUAL RECORD Date 2/5 2/19 2/15 2/25 25 25 48 48 Section 42 42 59 59 Attempts 19 30 25 29 Right Time 16 1 min. 23 1 min. 15 1 min. 24 1 min. Tes ed by R. T. Self L. T. M. F. M. S. Oral Written Written Written Oral Oral DRILL EXERCISES. Book I— Pag-es 12, 13, 28, 29, 33, 35, 37, 53, 58, 59, 63, 69, 79, 80, 85, 87, 89, 92, 96, 99, 100, 113, 120, 121, 122, 124. Development of processes with integers, Book I Addition : Pages 2, 8, 21, 26, 40. Subtraction : Pages 9, 11, 12, 24, 26, 44. Multiplication : Pages 17, 51, 53, 61, 67, 68, 70. Division : Pages 61, 78, 84, 91. Proofs and checks "Instead of being taught merely to do the computation, he is taught a means of cheeking his work so that he can be sure of 100 per cent accuracy if he desires. Time spent in such checking is in no degree wasted. ' ' "He can compare his present achievement with his achievement of a week, or month, or year ago." Subtraction : Pages 45, 48. Multiplication : Pages 67, 71. Division : Page 84. Time saving — Book I, page 124 Dr. Thorndike calls attention to the fact that the eye-strain involved in copying the numbers which are to be added, subtracted, or multi- plied is many times greater than the strain from reading. If a pupil has too much of it to do the monotonous task tends to make him lapse into error occasionally even if he is faithfully doing his best. Then a task that was right arithmetically is scored wrong and he is dis- heartened. For many pupils in the elementary school, the time required to copy the numbers is more than the time required to do the arithmetical work itself. The purely clerical work of copying is destructive of the joy in thinking. — 95 — "Tlie pupils do only so much copying of numbers as is desirable to train them in ease and accuracy of copying, and proper formation and arrangement of numliers. iMore than that is likely to involve waste." Use of the Equation — Book I, pages 16, 17, 34, 50 '"The E({uation form is the simplest and clearest way to state a quantitative prol)lem. It is one of the best ways to retain arithmetical facts in the memory. It prepares the pupil to understand formulae and equations of all sorts. It is a model for brief, clear, decisive thinking." Special drills — Book I Addition — Pages 35, 79. Multiplication— Pages 80, 92. Division — Pages 90. Eliminations Large Numbers: "Much more than nine-tenths of the arithmetical calculations of the real world are with numbers under a hundred, so the newer methods emphasize facility and absolute accuracy with small numbers." Roman Xumerals above XXX — See page 102, Book I. Analysis: "Only rarely should the pupil be directed to state what he intends to do before doing it, or why he did a certain thing after doing it." Points to be noted especially Learning MuUiplic^tion Tables in Irregular Order: Note — "It seems probable that the early learning of the multiplication facts in a tabular form is undesirable. If they never are learned in series, the pupil will not be tempted to resort to memory of the series when he needs one fact from it. Of course, the pupil should be aware of the system and if he does not remember a required fact, should be able to derive it." See Book I, pages 19, 62, 69, 71, 73, 83, 93, etc. Undue use of crutches: "Other things being equal, form no habits that will have to be broken." Adding and subtracting by reference to some familiar combination (as in 9 plus 7 equals 16, by saying "10 plus 7 is 17 ; 9 is 1 less than 10, so 9 plus 7 equals 16"; or 11 minus 5 equals 6, by saying "10 minus 5 would be 5, 11 is 1 more than 10, so 11 minus 5 equals 6") may be called intelligent waste of time. — 96 — "Using — or X as a sign of what you are to do in computations like 596 on the blackboard and in books, and teaching the child to write 214 — or X iu bis own computations, are popular practices with teachers, but seem surely inadvisable. It seems much better to write at the head of the page, row or column. 'Find the sums,' or 'Find the differ- ences,' or 'Find the products,' than to attach a sign to each pair of numbers. It seems much better for the pupil to think what he is to do as he would in ordinary life. For, other things being equal, habit should be formed in the way in which it is to be used, presenting the situation as life will present it, and requiring the response which life will require." COURSE OF STUDY IN NUMBER KINDERGARTEN Through such play situations as building a grocery store, playing house, or making a farm in the sand table, acquaintance with the follow- ing significant facts is made : I. Counting B}^ ones to ten as : Counting absent children; Counting colored wooden beads strung ; Counting children for a game ; Counting chairs for group ; Counting blocks for side of house being built ; Counting egg shells used for gardens. (See Home and Community Life Course.) By twos to ten or more as: Counting Avheels needed for wagon — two on each side ; Counting colored pegs in peg board as two reds, two blues; Counting in pairs for marching, or for games. Separating a large group into smaller ones of three, four, or five as : Planting seeds in three out of five flower pots; Playing house with three children ; Giving away three cookies out of five ; Placing four chairs at work table ; Separating a bowl of pansies into bouquets of four or five. II. Measurement of quajitity More, less — In counting toy pennies ; In noting varying sizes of chairs ; In comparing balls and marbles. — 97 — COURSE OF STUDY IN NUMBER KINDERGARTEN Length — Seeing long and short side of kindergarten tal)le ; Using shoi't or long side of paper ; Buildino' house four blocks long and two wide ; Taking long way across school ground and short way. Width- Cutting narrow and wide strips of paper ; Selecting narrow ribbon for tying up Christmas presents; Wearing wide ribbons for sashes or hair braids. Time — Playing with toy clock face ; Noting time "school" begins; Noting mid-morning lunch time. Calendar — Days of week — Sunday, ]\londay, Friday, Saturday. Fractions — halves. In using half sheet of paper or cardboard ; In dividing the blocks for building between two groups of children ; In serving one-half bottle of milk to each child. III. Comparison of forms Indefinite — round, flat : Handling balls, marbles, beads, blocks. Definite — square, oblong, circle as used in : Making invitation cards to Hallowe'en, Christmas or Valentine party ; Using scpiare peg board ; Mounting drawings for booklet ; Playing with building blocks; Cutting out circles for toy money or wheels for wagon. COURSE OF STUDY IN NUMBER FIRST GRADE As in the kindergarten, the number facts listed below are learned in such plays as storekeeping, counting out games, score keeping, postal savings bank, and various constructive activities growing out of the study of home and community life. The using of number facts in situations that give them meaning should be the aim and not formal drill and mere memorization. 7—21962 — 98 — COURSE OF STUDY IN NUMBER FIRST GRADE I. Counting By ones to 50 as : Counting books or sheets of paper needed for class ; Counting children present — number boys, number girls; Counting chairs needed for reading group ; Counting boxes for materials at work tables; Counting rows in school garden ; Counting plants in radish bed. By tens to 50 as : Counting toy dimes spent in ten-cent store; Counting out splints into bundles of tens ; Counting out games; Dividing class for group games on playground ; Selling Sunday newspapers. By fives to 50 as : Using toy clock face to tell time; Playing street car with toy money. Combinations of numbers whose sum is less than 10 as in : Playing dominoes; Making change for dime. II. Comparisons of sizes and forms Larger, largest as : In putting away material into receptacles according to size; In sorting books on the reading table; In arranging exhibit of garden products; Smaller, smallest as : In comparing fruits and vegetables modeled from clay; In selecting different sized paper. Taller, tallest as : In assigning top row of cloak room hooks to tallest children ; In noting height of different trees or houses. Longer, longest as : In comparing one-inch l)lock, foot ruler, and yard stick; In making Indian or Pilgrim costumes for dift'erent sized ciiildren. Wider, widest as: In selecting material from pieces of different widths for cooking or clay aprons ; In using paper of different widths. — 90 — COURSE OF STUDY IN NUMBER FIRST GRADE Half full, full as : In measuring cups of milk for cocoa ; In filling sprinkler for watering flowers; In packing away material into boxes. Square, circle as: In making Christmas cards, valentines, or Easter greetings; In making with circle marker tepees for Indian village; In cutting i)aper or oil cloth for doilies. Triangle, cube as : In building three-cornered galjle for house ; In making furniture for doll house; In constructing boxes and toys. III. Measurement Inch, foot, yard as : In measuring height of child for growth records; In marking oft' distances for goals in running or jumping games. Pint, quart as: In playing store ; In counting pints of milk for mid-morning lunch. Dozen, half dozen as : In class accounting — dozen pencils or crayons used; In selling eggs or cookies in play store. Penny, nickel, dime as: Buying stamps, papers, pencils ; Depositing money in school savings account. Hour, minute as : L Telling time for noon dismissal; Counting hours of sleep xbetween eiglit p.m. and 7 a.m. Fractions — one-half, one-fourth as : In dividing paper for drawing or construction; In measuring for placing a design on box or booklet or window curtains. IV. Reading and writing- numbers Finding page in reader; Telling time ; Reading date on calendar ; Reading telephone or house numbers. — 100 - COURSE OF STUDY IN NUMBER SECOND GRADE State Text, Book I, pages 1-35 (for teacher only). The slow and definite conception of number is a matter of very- gradual growth that should come as a result of the activities of the child. Opportunities for gaining new number concepts and clarifying hazy ones occur in many situations in the day's work such as garden- ing, weighing, measuring and recording the child's growth; dramatiza- tion and construction projects related to the study of community life. In the latter part of the grade short, snappy drills (races, games, con- tests) for accuracy and speed should be given when needed. I. Counting (See state textbook, pages 1, 7.) By ones to 100 ; By twos, beginning 2, 4, 6, to 100 or beyond if need arises; By twos, beginning 1, 3, 5, etc. II. Reading- and writing Numbers to 100 or beyond as need arises in reading : Pages of books ; Telephone and house numbers; Dates as February 12, 1923. III. Number combinations and processes Addition : The meaning of numbers to 100 ; Adding two-place numbers without "adding in";* Treatment of zero in adding; Addition combinations — Book I, pages 1-35. Subtraction : Subtraction of two-place numbers without "taking from";t State textbook, page 26. Multiplication : By twos in very simple uses : (Formal midtiplication table in regular order not taught at this time.) IV. Measurement Inch, foot, yard ; . M Pint, quart, glass; f Penny (cent), nickel (five-cent piece), dime (ten-cent piece), quarter (twenty -five-cent piece), half dollar (fifty cents), dollar ; * Carrying. tBorrowing. — 101 — COURSE OF STUDY IN NUMBER SECOND GRADE Fractious: 4, i of even numbers to 12. Dozen. V. Vocabulary ( ISee Measurement. ) Add (+, plus) ; Subtract ( — , minus) ; Equal (=:) ; Zero (0, not any) ; Circle; Sphere ; Four 2's; Three 3's; Score. VI. Problems Many real problems that the child needs and wishes to solve as the result of his daily experiences. COURSE OF STUDY IN NUMBER THIRD GRADE t State text, Book I, pages 1-125. While this grade introduces the study of the state text, the work should receive much social content from the study of community activi- ties related to the problems of shelter, transportation, and pioneer life. (See Home and Community Life Course.) At this level of the child's experience more need for drill becomes increasingly evident; but mere drill unrelated to anything but number facts will not suffice. See Book I, State text, pages 8, 23, 25, 48, 53, 77, 78, 88, 90. State text. Book I, pages 35-125. Follow method and order of presentation in Book I. Conditions of presentation shouhl he such as to express the needs of the children. I. Reading and writing numbers Four i)lace numbers ; Roman numerals to XXX or farther if any need to know them arises ; United States monev in dollars and cents. — 102 — COURSE OF STUDY IN NUMBER THIRD GRADE II. Number combinations and processes Addition : All addition combinations; Addition of numbers whose sums amount to three place figures; Addition with ' ' adding in ; ' '* Addition of United States money; Check answers. Subtraction : Subtraction in complete form; (See state textbook, Book I, page 14-i.) Subtraction of three place figures. Multiplication and Division : Multiples as presented and developed : pages 17-125 ; Multiplying by 10 and by 100 ; Two place and three place figures as multiplicands, one figure multipliers ; Zero in the multiplicand; Multiplication with "adding in;"* Division : Division of three place figures with remainders, divisor not more than one figure. III. Measurement (See Course for First and Second Grades.) Review and continue use of all measurements previously learned ; Square inches, scpiare feet and square yards; Gallons ; Hundred weight; Tons; Seconds, minutes, hours; Temperature — reading thermometer ; Fractions — use of |, J, I, ^, and i. ♦"Carrying." — 103 — COURSE OF STUDY IN NUMBER THIRD GRADE IV. Vocabulary Meaning of $; decimal point in United States money; Meaning of lb. ; gal. ; yd. ; ft. ; pt. ; qt. ; doz. ; Snm, addition ; Multiply, multiplier, nndtiplieand, product ; Difference, remainder; Divide, divisor, dividend, quotient; Rectangle ; area ; Roman numerals; Arabic or Hindu numerals. V. Problems or activities Based on real experiences of children, e.g., clock problems, keeping store, Christmas presents, saving, contests, drawing plans for garden, the thermometer, and others of similar nature suggested bv the children or bv the teacher. COURSE OF STUDY IN LANGUAGE ARTS 107 COURSE IN LANGUAGE ARTS KINDERGARTEN Laiitiuage is the cominon medium of expressing ideas. Its purposes in the curriculum, therefore, should be training for clear, spontaneous, and correct expression and training in listening to and interpreting the language of others. 1. Language and composition Conversation in tlie kindergarten should relate itself to first hand experiences, such as : The family : pets, toys, games. The school : care of room, use and care of materials. Lunch period: best kinds of food, proper behavior at table. Personal habits : cleanliness, hours of sleep, open window for fresh air. Nature experiences : the harvest, winter rains, flowers, birds, sea life. Vocabulary of common things. 2. Preparation for reading Attention to words such as the following may he given if the child has a real need for them; these should always be used in con- nection with the child's interests in the things which they represent : Traffic signs ; danger, exit, R. R. Child's own name, (hiys of the week. 3. Literature Stories. Nursery rhymes. Poems. Dramatization. COURSE IN LANGUAGE ARTS FIRST GRADE 1. Language and composition Conversation and free expression of child's first hand experiences. (See kindergarten course.) Discussion and organization of group experiences into short .sentences that may be written on the blackboard. Later these may be used for pre-primer reading lessons. — 108 — COURSE IN LANGUAGE ARTS FIRST GRADE Gross errors of class noted and correct forms established, such as: I did ; I have seen ; I saw ; It is he ; I have no ; I ate ; May I. Habits of clear enunciation and correct pronunciation should be begun. Vocabulary of common tilings should be enlarged. 2. Reading- "Story telling, picture study, conversation, oral expression, correct speech habits are basic factors in preparation for reading." Pre-primer lessons using children's experiences and own vocabu- laries. (See Suggestive Reports from California Schools.) Simple literary selections embodying ideas related to these expe- riences :- poems, rhymes, song, stories. Reading books : Primers, First Readers, Supplementary Readers. Simple word study of few phonic elements. 3. Literature Stories, poems, fables, folk tales, narrative and literary selection.'; relating to topics in stud}^ of community life ; nature study, etc. Dramatization. 4. Writing Free blackboard writing, followed later by writing with crayola on large sheets of paper. (See F. N. Freeman: How to Teach Handwriting, In Press.) COURSE IN LANGUAGE ARTS SECOND GRADE 1. Language and composition Oral, and a few short written accounts of children's activities in and out of school. Spontaneous and free expression of ideas in work of all subjects. Gross errors of class noted and correct forms established, such as : I did; I have seen; I saw; It is he; I have no; I ate; May I; You were; We were. Habits of clear enunciation and correct pronunciation should ])e continued. Capitals — Names of persons beginning sentence; letter I; days of week. Punctuation — Period at end of sentence; interrogation point. — 109 — COURSE IN LANGUAGE ARTS SECOND GRADE 2. Reading Silent reading — We learn to read by reading. Abundance of easy but interesting stories related to life in other lands, to nature study, to thrift, to health ; as well as folk tales, fables, and fairy tales from literature. Oral reading — Following class study of more difficult selections from basal text. Sight reading, of audience situation type, stressing clear enunciation and correct pronunciation. Phonics needed in mastering new words. Texts: State text — First and Second readers, supplementary readers. 3. Literature Stories, poems, folk tales, fairy tales, fables. Narratives related to topics or interests of group ; biographical stories related to national festivals and holidays, etc. 4. Writing- Emphasis upon easy grasp of pen ; position ; fluency of sideward movement; letter forms. (See State Manual.) 5. Spelling Vocabulary used in writing. TTse of standardized spelling lists. State text. COURSE IN LANGUAGE ARTS THIRD GRADE 1. Language and composition Oral and written composition in relating personal experiences or interesting incidents or in retelling a story in clear connected manner, that shows connnand of good vocabulary and sentence sense. Spontaneous and free expression of ideas and opinions as these relate to all subjects. Gross errors of class noted and correct forms established, such as : I did; I have seen; I saw; It is he; I have no; I ate; May I; It is we or they ; It is for John and me ; I haven 't any ; Whom have you chosen? Habits of clear enunciation and correct pronunciation should be emphasized. Plural of most commonly used nouns. — 110 — COURSE IN LANGUAGE ARTS THIRD GRADE Capitals : Names of holidays, months, first line of poetry. Punctuation : Period after abbreviations, initials ; interrogation point. Letter writing : Simple soeial notes and letters as need for them arises. 2. Reading Silent — Thought getting precedes thought giving. Rapid reading of easy selections for enjoyment or appreciation or for informa- tion and class discussion. Intensive study for specific purposes, as getting main thought of selection ; the sequence of ideas ; the answers to questions ; the meaning of difficult words or phrases. Oral reading — Interesting selections suited to oral reading follow- ing intensive study of selection. Sight reading of selections of second grade difficulty. State texts and supplementary readers dealing with varying broad- ening interests : travel ; history ; science ; biography. 3. Literature Viking tales ; hero tales ; fairy tales. 4. Writing Use pen; emphasize same characteristics as in Grade II. (See State Manual.) 5. Spelling Vocabulary used in written work. Use of standardized lists (Ay res, Jones). State texts. COURSE OF STUDY IN PLAYS AND GAMES— PHYSICAL EDUCATION 113 PLAYS AND GAMES— PHYSICAL EDUCATION INTRODUCTION ''Any system of education which leaves out of account the 'hungers' of the child, both physical and psychical, leaves also out of account his whole development. The play-hunger is but one of many * * * Some of these normal hungers are indicated in the analysis of children's play — hunger for exercise, for social appreciation, imitation, organiza- tion, sensation, rhythm, self-training, competition, cooperation, fun, intellectual activity, companionship."* Physical education in the school should take into account these hungers in providing a program of activities that help to satisfy them. I\rodern educators all acknowledge the importance of physical efficiency as a foremost educational objective. Provisions for developing physical efficiency should include health instruction, play activities, and training in social manners and morals. Health instruction In health instruction, while some subject matter may be learned, the main objective should be practice of health habits until they become automatic. Brushing teeth after meals, sleeping with open windows, eating proper foods, should be matters of every-day habits. The man- ner and time needed to inculcate these habits can not be planned specifically, for children vary greatly in different schools. Children in one school may come from homes where standards of cleanliness and sanitation in general are low. In another school the standards may be reversed. The problems t)f health instruction in these two schools would be very different. Furthermore individual differences in learn- ing capacity vary so greatly that the time, instruction, and attention to these matters necessary to establish the habit with one child may be insufficient for the same purpose with another. A further difficulty sliould be stated. Intensive concentration upon a few habits in each grade may lead to nagging or to neglect of other equally important habits. Even in such a simplfe matter as the daily inspection for clean hands, ears, and faces mentioned in grades one and two, care should be taken to avoid monotonous repetition or interest is lost and the point of diminishing returns is soon reached. It seems wisest, therefore, to recommend a general attack throughout the kindergarten-primary, grades that leads to an establishment as early as possible of all the fundamental health habits. Habits take time, much time to develop. *Estelle L. Appelton : A Comparative Study of the Play Activities of Adult Savages and Civilized Children, pp. 32, 26. 8—21962 — 114 — Those begun in the home and kindergarten may not function auto- matically before the third grade or even later. Whenever possible this health program would also include (1) measuring and weighing and (2) cooperation with the home, the school nurse, or school physician where such services are furnished. Care should be taken regarding weight and height of children to see that gain in weight is worked out as percentages of gain and not by some arbitrary standard. Manners and morals The teaching of manners and morals is of vital importance. Activi- ties in school, on the playground, and out of school have character and moral training values. For example the group should be held responsible for deciding that one member of the set has broken the rules of the game or made the points of the game. Much value comes from making a decision under emotional strain. Again participation in carefully supervised games gives opportunity for developing atti- tudes and habits of fair play, courtesy, and respect for each others rights. "Farm life offers an abundance of opportunity for physical activity and some of the major elements of the physical education program can be carried out and usually are through the routine chores and home work. Yet there is little social training or education given in this way, as these are mainly individual pursuits. Team work, loyalty, cooperation, the power to work together, these elements of good citizenship so often lacking among isolated country folk must be developed through group play and team games at school or through some community agency working with the school. The school is the natural center. It is our duty to try especially hard to bring to the rural communities through the children we train, an increased joy in play, a more general habit of recreation, a love of fair play, an ability to cooperate, a sense of loyalty and power to do team work while we are developing the individual qualities of alertness and muscle control and the physical benefits of increased organic health and power."* Play activities and the course of study , The state law requires in elementary schools 20 minutes of instruc- tion in physical training activities per day. This time must come within school hours and in addition to recesses or intermissions. The minimum time prescribed by law is comparatively small when measured against the time required by the child in big muscle activity to secure the desired physical and moral development. The required amount of activity can be obtained only by teaching activities in the ♦Daniel Chase: School Revieiv, January, 1922, p. 66. — 115 — 20 minutes instructional period that will he practiced by the child dur- ing recesses, neon periods, after school hours, on the school grounds, and elsewhere. Related activities, such as walking to and from school, doing chores at home, hiking, etc., should be encouraged as an additional means of securing for the child activity sufficient for development. Formal drills should not be given to children in the kindergarten and primarj^ grades. To secure developmental and postural results mimetic activities and vigorous action stories should be substituted. The activities introduced in the instructional period should embrace in the course of the year the various groups of activities listed below lor primary' grades. The specific activities to be stressed during the instructional periods should depend upon the natural interests of the children, the skill of the teacher and the facilities available. Division of the instructional period into several parts and distribu- tion of them throughout the day is unwise for the reason that it gives too short a period of activity to get physiological results and to thoroughly instruct in any activity. All activities should be conducted out of doors unless w^eather condi- tions make it impossible. During bad weather give vigorous mimetic activities, with windows open, and play such games as can be organized indoors. (See Bulletin No. 31, Physical Training Activities for Use in Small Rural Schools; "Indoor Program for Inclement Weather," page 10.) Periods when children are occupied in inactive pursuits should be alternated with periods recpiiring physical activity to counteract the hiinnful tendencies of sedentary school life. Occasional relief periods, consisting of one or two minutes of vigorous activity in a short game or a run, should be given. Teachers of one-room schools nuist of necessity resort to activities which require but few participants. Of this character may be found many active and joyous hunting or tag games and not a few singing '^aiues and folk dances. In the third grade a beginning in team games should be made. See Bulletin No. 31, "Physical Training Activities for Use in Small Rural Schools," California State Board of Education. See State Manual of Physical Education, Part IV, pages 53-59 or 59-65, rhythmical activities; pages 71-75 or 78-82, hunting games. Supplement to State Manual of Physical Education, pages 5-14, action stories. For a list of minimum athletic supplies, fields, courts and apparatus needed to carrv out the California State Program of Physical Educa- — 116 — — 117 — tion see Bulletin No. 31, "Physical Training Activities for Use in Small Rural Schools," pages 11-14. Note — The Superintendent of Pul)lic Instruction has ruled that in elementary school districts supplies for the physical training activities may be purchased under Section 1620 of the Political Code (School Law). PLAYS AND GAMES— PHYSICAL EDUCATION KINDERGARTEN Play is essentially one of the largest factors in the development of the child. In the kindergarten emphasis should be upon big muscle activities and related factors which control the growth and development of the child. Related factors include behavior and habits influencing diet, sleep, rest, etc. (See State Manual, Part IV, p. 13 or 15.) I. Activities for muscular control, such as : Running, jumping, climbing, skipping, hopping, pushing, pulling, lifting, hanging, hauling, catching, throwing, tossing, striking, kicking. II. Hunting games, such as: Tag, Follow the Leader, Fox and Chicken, Stair Steps, ball and bean bag games. III. Rhythmic activities and singing games 1. Stepping in Time : Walking, .skippino-, hopping, stepping in time, clapping and M'alking, clapping and skipping to rhythm. 2. Singing and Social Games Played to Rhythm such as: , The Shoemaker, Looby Loo, Mulberry Bush. Note — A beginning of training in rhythmic movement may be made by using the already acquired activities as walking, skipping, clapping and variations of these as suggested by the group. At first the same simple rhythms should be repeated until they become somewhat familiar. Later more variety in the selections should be introduced. As motor control and coordination are gained several kinds of steps and skips may be combined as for example, four skips, two walking steps, and two hand claps with two walking steps. After listening several times to a selection the group should frequently be given opportunity to express in bodily movements the rhythm and form of the selection. Each will in his own way give a 118 — 119 — PLAYS AND GAMES— PHYSICAL EDUCATION KINDERGARTEN response to the music's appeal. This may be a slow walk and a bow as suggested by Mozart's Minuet, "Don Juan" or "Swiss Maid"; or a run and a whirl about as suggested by Koschat's AValtz, Opus 26, No. 1. The response should be spontaneous and no effort to conventionalize it should follow. Joyous free representation of activity that tells what is to be done should be used as a beginning for singing games. Children often learn the melody before the meaning of the words of the song is clearly understood. By discu-ssing the ideas involved in the song before teaching the w^ords this may be avoided as — "What does the shoemaker do?" (Pound, and wax the thread with zzz sound.) Show how happy he is at work by skipping along, etc. IV. Dramatic plays and activities 1. Rhythmic Movements With Dramatic Elements such as : Tiptoeing like brownies, fairies, or gnomes; Stalking like bears, or galloping like horses ; Whirling like a top, or balancing like a see-saw ; Marching like soldiers to drum beat. 2. Dramatic Plays from Stories or Social Activities : Three Bears; Three Billy Goats Gruff; Five Little Squirrels. Playing house, street car, or railroad train, or Indian. Note — These forms are valuable as spontaneous expression of interest in the ideas of a story or social activity. Occasionally a bit of costume — a quill stuck in the hair, or a cap with bells — stimulates the imagination and transforms a prosaic child into a dramatic Hiawatha or a Santa Glaus. Accompanying songs such as "See-Saw" (Neid- linger), or "This is the Way My Dolly Walks" (Crawford), may aid dramatic expression. Among little children between the ages of three and seven there is little differentiation between play and reality. V. Playground apparatus activities Playing in sand box, or digging cave in snow or adobe; Climbing ropes or pole; Sliding down "slides"; Swinging along and hanging from horizontal ladder or horizontal bar. (See State Manual, Part IV, pp. 179D or 189D.) VI. Posture training Posture training in the kindergarten should be given by incidental and frequent repetitions of correct position, but not by formal drills. (See Manual of Physical Education, p. 179D or 189D.) — 120 — PLAYS AND GAMES— PHYSICAL EDUCATION FIRST GRADE Again emphasis should be upon big muscle activities and related factors which control the growth and development of the child. Eelated factors include behavior and habits influencing diet, sleep, rest, etc. (See State Manual, Part IV, p. 13 or 15.) I. Hunting activities with a "tag" or "it" element Types that give an opportunity for free activity, but do not require any great degree of skill or endurance, e.g. skip tag, stoop tag, "Midnight," "Squirrel in Trees," "Bears and Cattle." Note — Vigorous activities in which the entire group takes part should be emphasized and used during the largest part of the instruc- tional period. Use the less vigorous activities or those requiring the participation of only two or three pupils at any one given time when the weather is very warm. II. Rhythmic activities and singing games 1. Stepping in Time such as: Walking and skipping to rhythm; Clapping and walking to rhythm ; Skipping, clapping or hopping alternately to rhythm. Note — Begin with simple walking steps to music and gradually alternate these with hops or skips. Vary the rhythms as motor control and coordinations are gained. (See Kindergarten Course of Study.) Continue free spontaneous movements in response to rhj^thmic appeal of such selections as Schubert's Allegretto, "March Heroiques" Opus 40, No. 3, or Cradle Song; or Grieg's "Morning Mood" or Leon- cavallo's "Gavotte" from Pagliacci. 2. Singing and Social Games : These should be simple, wholesome games that call into use the large movements of the body, as : A Hunting We Will Go; The Muffin Man; How-Do-You-Do My Partner; Let the Feet Go Tramp ; Did You Ever See a Lassie ; Farmer in the Dell ; London Town ; Carrousel ; Skip With Me ; Jolly is the Miller. (See note — Kindergarten-Primary Course.) III. Dramatic plays and activities 1. Activiti<'s With Rhythmic Elements: Walking and stalking like a bear ; Galloping and trotting like a horse; Waddling like a duck; Marching like soldiers with drum and flag; Whirling like a top, or with a partner sailing like a ship. — 121 — PLAYS AND GAMES— PHYSICAL EDUCATION FIRST GRADE 2, Dramatic Plays Suggested by Social Activities or Stories: (a) Free expression that grows out of various experiences in and out of school, such as: Playing Indian, postman, street car, automobile. (b) Dramatization of stories heard or read or a pantomime of action. IV. Playground apparatus activities 1. Self-testing activities of simple motor type, such as: Climbing, swinging, hanging, jumping, sliding. 2. Stunts, such as: Somersaults, cart wheel, bird hop, bear walk, frog hop. (See Kindergarten Course.) V. Posture training Postural training in the first grade should be given by incidental and frequent repetitions of correct position. Do not use formal drills. (See IManual of Physical Education, p. 179D or 189D.) PLAYS AND GAMES— PHYSICAL EDUCATION SECOND GRADE Again emphasis should be upon big muscle activities and related factors which control the growth and development of the child. Related factors include behavior and habits influencing diet, sleep, rest, etc. (See State Manual, Part IV, p. 13 or 15.) I. Hunting activities with "tag" or "it" element As far as possible these games should include big muscle activity by all the children all the time. The following are suggestive : Fox and Geese; Cross Tag: My Sheep; Ball Tag; Wood Tag; Hand Tag ; Flowers and the Wind ; Bird Catcher ; Hound and Eabbit. Note — Organize the game in accordance with the rules of procedure. Until these latter are well understood it is helpful to "walk through" the game with a small group before attempting to play it with the large group. Discipline or character training should be secured from the realiza- tion on the part of the pupils of the necessity for rules for games and the need of obeying them. — 122 — PLAYS AND GAMES— PHYSICAL EDUCATION SECOND GRADE II. Rhythmic activities and singing- games 1. Stepping in Time.: Combining several simple steps into a single unit as : The Stork; Stepping Horses; Wee Willie Winkie; The Motor Man. 2. Singing and Social Games such as: Oats, Peas, Beans; Pop Goes the Weasel; Jolly is the Miller; How-Do-You-Do My Partner. (For more comprehensive list see State Manual, pp. 53-71 or 59-71.) Note — A spontaneous joyous attitude should be cultivated by the teacher and transmitted to the pupils. "Activities should be simple, suitable for large numbers of children, should use large movements of the body, and be wholesome in emotional appeal. The song should be carefully pitched within the proper range of voice and for this purpose the pitch pipe should be used. Special attention should be given to singing softly and to proper enunciation." (State Manual, p. 57-58; or 51-52.) III. Dramatic activities and plays 1. Activities With Rhythmic Elements Associated With Stunts, as: Stalking like a bear or striding like a camel; Galloping and trotting like a horse ; Hopping like a frog; Flying like a bird. 2. Dramatic Plays Suggested by Social Activities and Stories: Playing Indian, Pilgrims, Sailor, Cowboy; Building Eskimo hut, or repairing street ; (See State Manual Supplement, pp. 8-13.) 3. Dramatization from stories related to Home and Community Life as : David, the Shepherd Boy; Matsu, the Japanese Girl; 4. Stories heard or read as : The Old Woman and Her Pig ; Snow White and the Dwarfs. Note — These plays should be an expression of the child's experience, observation and imagination. They should be closely associated with interests in other subjects — nature study, health, literature. Emphasis should be placed upon the big muscle activities that call for stretching and reaching and bring about a good circulatory reaction. — 123 — PLAYS AND GAMES— PHYSICAL EDUCATION SECOND GRADE IV. Playground apparatus activities 1. Self-testing — These should include the simpler locomotive type of activities such as playing upon horizontal bar or horizontal ladder, inclined ladder and slide ; traveling rings, giant stride ; climbing tree or climbing fence, 2. Stunts — such as : Walking like an elephant; Turning somersaults or cart wheel; Imitating bird hop, bear walk, frog hop. (See State Manual, Part IV, pp. 43-48 or 49-54.) Note — Big muscle activities that develop heart power, and lung capacity should be the aim of these activities. "In their simpler forms these activities are preliminary to all other activities. As experiments they require thinking and develop the fundamental capacities to think and do or will. As motor movements they require the development of neuro-muscular strengths, and judgment in the coordination, speed, range and timing of movements, and associated with this, self-confi- dence, courage in action and safety first skills." (State ]\Ianual, p. 51 or 45.) V. Posture training Sitting, standing, walking; Frequent repetitions of correct position — no formal drills; Call attention incidentally to good posture throughout the clay. (See Manual, p. 187D or 179D, also Supplement to State Manual of Physical Education, p. 92.) PLAYS AND GAMES— PHYSICAL EDUCATION THIRD GRADE Again emphasis should be upon big muscle activities and related factors which control the growth and development of the child. Vigorous activity is the positive factor in developing organic vigor — by Avhich is meant the development of heart power, lung capacity, digestive and eliminative powers or habits, training of the heat regulating mechanism of the body. The removal of handicapping influences is essential to fit the human machine to react most effectively to this fundamental law of organic development. — 124 — PLAYS AND GAMES— PHYSICAL EDUCATION THIRD GRADE I. Hunting activities with a "tag" or "it" element such as Fox and Geese; Prisoner's Base; Run Sheep Run; Stone; Hang Tag ; Ten Steps ; Dodge Ball ; Bean Bag Games ; Relay Races. Note — Hunting games are largely traditional social games. They all have an enemy or "It" or "Tag" factor with a combination of chasing, striking, tagging, venturing near an enemy, fleeing, dodging and struggling to get free. "They exercise vigorously the deep character-forming instincts and drill children on human tendencies and behavior. They require alertness and quick response." (State Manual of Physical Education, p. 70 or 76.) II. Rhythmic activities and singing games 1. Stepping in Time: Combining several simple steps into a single unit as : Thread Follows the Needle; The Quail; See Saw; London Town. 2. Singing and Social Games such as : Looby Loo; Round and Round the Village; A-Hunting We Will Go; Let the Feet Go Tramp, Tramp, Tramp. (For more comprehensive list see State Manual, pp. 53-68 or 59-74.) Note — Joyousness should pervade the rhythmic activities and sug- gestion and encouragement be made for their use at recess, noon and out of school social afitairs. Rightly used, they give opportunity for training in social forms and courtesies that promote wholesome recrea- tional activities. 3. Activities with rhythmic element : Bouncing ball or skipping a rope in tempo ; Shuffling feet or clapping hands in tempo ; Swaying forward and back in rhythmic movement of a boat song. Note — ]\Iovements of this type require a greater degree of control than in previous grades. Tipping a toy balloon, or bouncing a ball, or tapping with hands or drum sticks in tempo suggested by music brings out a definite expression on the part of the child for the rhythm of the selection and develops motor control and coordinations. III. Dramatic activities and plays 1. Uramaiic Plays Suggested l)y Social Activities and Stories: (a) Dramatization of stories related to Home and Community Life: — 125 — PLAYS AND GAMES— PHYSICAL EDUCATION THIRD GRADE Daj's of '49; or the Arrival of tlic First Immigrant Train ; The California Pied Piper of Health, (See Suggestive Reports from California Schools.) (b) Dramatization of stories from literature: The Ugly Duckling; Robinson Crusoe; Ulysses and the Cyclops ; The Just-So Stories. (See courses in Language Arts.) (c) Listening to and interpreting musical selections. Note — Third grade pupils who have not had previous training of this type may show a tendency to be reticent about responding to the appeal of rhythm. With such pupils work similar to that outlined for lower grades can be adapted to their needs. (See ]\Iusic Course for these grades.) The dramatic plays should be an expression of the child's experience, observation and imagination. They should be closely asso- ciated with interests in other subjects— nature study, health, literature. Emphasis should be placed upon the big muscle activities that call for stretching and reaching and bring about a good circulatory reaction. "In children from seven to twelve dramatic and social imitative ele- ments are strong. At this age the end of play becomes more remote than in the previous group and there is a beginning of social organizations."* IV. Playground apparatus activities 1. Self-testing — These should include the simpler locomotive type of activities such as playing upon horizontal bar or horizontal ladder, inclined ladder and slide; traveling- rings, giant stride ; climbing tree or climbing fence. 2. Stunts — such as : Walking like an elephant ; Turning somersaults or cart wlieel; Imitating bird hop, bear walk, frog hop. (See State Manual, Part IV, pp. 179D-189D.) Note — Big muscle activities that develop heart power, and lung capacity should be the aim of these activities. "In their simpler forms these activities are preliminary to all other activities. As experiments they require thinking, and develop the fundamental capacities to think and do or will. As motor movements they require the development of neuro-muscular strengths, and judgment in the coordination, speed, ♦Estelle Li. AppeUon : A Comparative Study of the Play Activities of Adult Savages and Civilized Cliildieii, p. 27. — 126 — PLAYS AND GAMES— PHYSICAL EDUCATION THIRD GRADE range, and timing of movements, and associated with this self-con- fidence, courage in action and safety first skills." (State Manual, p. 51 or 45.) V. Team games 1. Kick ball: (Baseball using a soccer foot ball instead of ball and bat.) (State Manual, Part IV, p. 156 or 165.) 2. Bat ball: (State Manual, Part IV, p. 150 or 159.) Note — The third grade marks the beginning of simple team games. In large groups it may be well to teach the rules and points of the game by blackboard demonstration before attempting it on the playground. Before playing the game the group should have clear ideas of the theory and plan of the game. ' ' To think the game means to think the problems in accomplishment and the social relationships involved. Team games help to develop what Oliver Wendell Holmes calls the virtues of true sportmanship, namely: 'To brag little, to show well, to crow gently if in luck, to pay up, to own up, and to shut up if beaten. ' ' ' VI. Posture training Note — Posture instruction is needed in proportion to the amount of time pupils remain at tables or desks without exercising big muscles. (See State Manual in Physical Education, p. 189D or 179D, also Supple- ment, p. 92.) Good posture is a standard way of sitting, walking, or standing. Lack of proper nutrition or vitality may often be con- tributing causes to bad posture, but in general, good posture is a matter of habit built up gradually by repeated attention. SUGGESTIVE REPORTS FROM SCHOOLS OF CALIFORNIA — 129 SUGGESTIVE REPORTS FROM CALIFORNIA SCHOOLS ''It is just as important for the education of children that they should themselves organize their thinking and their materials in the solving of their actual problems and projects as it is for adults to think and plan for themselves if they would live and grow in their work.* A KINDERGARTEN PROJECT AN EASTER FAIR One day while talking about the things little citizens could do, the children decided that it was their business to keep the kindergarten I'oom in order, and to make it pretty. In suggesting ways of making the room more attractive, the children decided to have window curtains. After discussing various means of paying for them, they decided to save everything they made until they had enough to hold a Fair. As the collection of articles grew, the interest increased. Realizing that only the articles carefully made could be sold, they put forth their best efforts and better work was done than ever before. They discussed prices for the articles and in this way developed ability to compare, reason, and judge. They talked about stores, the variety of goods offered for sale in them, and the duties of the sales- people. Then, as the Fair Day drew near, they played store frequently, always emphasizing the necessity for a clear speaking voice on the part of those chosen for clerks. Through the kindness of the Manual Training Department, a large booth Avas made which the children eagerly decorated. When Fair Day dawned, the goods were arranged at this central booth on small tables about it at one end of the room. Prices of articles ranged from one to ten cents and the articles were sorted on the tables according to price. The children of the primary grades up through the fourth, brought pennies, nickels, or a dime, and a definite time was arranged for each group to come to the Fair, accompanied by the teacher. Not a single article was left unsold. The amount taken in was sixteen dollars ($16.00). The original objectives were fully realized and there w^as enough surplus to buy a lovely framed picture for the kindergarten. Below see list of articles sold : Paper hats (large size). Parasols. Doll houses (furnished). ♦Margaret E. Wells: A Project Curriculum, page 1G9. 9—21962 Fig. 32. — "Captain Jenks" — Ventura County — Avenue School. Fig. 33. — Self-testing Apparatus — Oakland Public Scliools. — 131 — Swings — A. With wooden stand and posts painted. B. With oak tag stand and posts. Seesaws — with paper dolls. Merry-Go-Rounds — with paper dolls. Circus wagons. Hobby horses (with boy). Burlap porch mats (fringed and decorated). Easter baskets in various styles. Clay articles such as — A. Marbles in gauze bags. B. Strings of beads made from clay and colored. Pin trays. Candle holders. Flower bowls made from clay with a frog and painted. Baskets. Paper dolls. Doll hats. Flower pots made from clay and painted — For seeds, bulb planted and growing. For cut flowers. Brooklyn Kindergarten, San Diego, Misses Calhoun and Curtiss. Reported by Miss jMilligan. A wild flower project — 1-B Grade "The exercises based on actual experience have the advantage of drawing on a familiar but diversified oral vocabulary, and, at the same time, the pupils recognizing the sentences as the result of their own authorship, pass readily from oral speech to reading." Our 1-B class took up a study of the wild flowers common to San Diego and particularly those near the Grant School. Some of the activities growing out of this project were : I. Individual wild flower books containing: A. Composite riddles descriptive of the wild flowers. B. Pressed flowers for illustration. C. Blue prints of flowers made by each child. D. Illustrative drawings of flowers and a trip through the canyons. — 132 — II. Group Activities. A. Wild flower calendar containing: 1. The name of the first flower of each kind brought in. 2. Child's name bringing in each flower. 3. The date on which the flower was brought in. B. Composite reading stories about each kind of wild flower. C. A book of pressed wild flowers with labels made for the reading table. III. Opportunity for drill came through learning to recognize in script and print : A. The names of children. B. Names of flowers; C. Names of colors. D. Some of the words in the composite reading lessons. EXTRACTS FROM WILD FLOWER BOOK I am a red wild flower. I look like a brush. You might paint with me. What am I? (Indian Paint Brush.) I am a wild flower. I am the color of an orange. I have four petals. I look like a cup of gold. What am I? (California Popp3^) I am yellow. I do not grow tall. I have one brown eye. What am I? (Wild Pansy.) Home and school booklets — first grade As one phase of the study of "Home and Community Life" we made books in our 1-B Class. The children wrote composite stories telling of the place of Mother and Father in the home and illustrated the books as they chose. At the same time our school building was moved preparatory to building a new one. Composite stories were written and added to the book. The moving of the building was illustrated by drawings and blue prints of the school were made by each child. Each one chose the title for his own book. — 133 — MY HOME BOOK Our Homes. We like our homes. We live with Father and Mother. Mother takes care of us. She cooks our dinner. Father earns money. He buys our food. He buys our clothes. (Child's own illustration of home, colored.) Most of us have babies at our homes. Some of us have big brothers or sisters. We all help at home. I help Mother. I dust and clean. I bring in wood. I wipe dishes for ]\Iother. Some of us have pets. We take care of our own pets. We feed them. We play with them. (Illustration of child with pet.) Our School. We are going to have a new school. We are very happy. A truck brought the lumber. The carpenters built a little house. Willie asked the carpenter what it was for. The carpenter said, "It is a tool house." (Child's own illustration of truck bringing lumber.) A lot of men are digging. They are digging a place for the foundation. They are getting the boards ready. Then they will build the new school. Some day we will find our building moved. The new building is to be in its place. We will be near where we can watch the men work. (Child's own illustration of school after moving, school before moving, school being moved.) Reported by Isabelle Hammack, Grant School, San Diego. — 134 — Our Doll House — First Grade. The 1-B children constructed a doll house from heavy cardboard. During the class discussion they talked about the plans and then separated into groups, building the house and furnishing it themselves. Such problems as putting in the glass windows, and making the chimney were worked out by groups. They designed the wall paper and rugs and made the furniture as an art problem. After the house was completed the children wished to make a book about it. This was a composite piece of work. They illustrated the books as they desired and made blue prints of the house to paste in them. FIEST GRADE 1-A. Our Store. The children of this grade decided to have a store. What they should make for the store, how to make it the best Avay, and the fair price to charge were subjects of much discussion. I. Plan — Making articles. Discussion of best material. Appropriate color. Reasonable and fair price. II. Necessary words learned in making prices; in modeling and painting fruit to be used ; in collecting articles ; in investigating prices at the nearby store. '■■ wheat oats coffee cocoa salt *bread grocer grocery *have bought *played dime *money (The starred words are in the first 500 words of the Thorndike word list.) III. Industrial and Fine Arts reflected in the modeling and illustra- tions used in the booklet made. soap *apples rice candy pears *eggs Eskimo Pie lemons butter cookies bananas pepper fish prunes store oranges jello *our =book matches *buy may June cost 'see *today nickel pay like fun cent *paid yesterday penny bacon tomorrow — 135 — Material From Booklet, "Our Store." Tuesday, June 6, 1922. Consuelo Nash — Butter 50^ June 5, 1922. Richard De la Cruz — Oranges 5^ 2 pears 10^ Eskimo Pie 10^ Material From Booklet, "1-A Store." Title, "Our Grocery Store." Page 1, We have a store. It is a grocery store. We use real money. It is fun to play store. Page 2, June 5, 1922. William Arthur IMiller — Cookies 15^ Page 4, June 19, 1922. 3 oranges cost 15^ 2 pears cost 10^5 Page 5, June 20, 1922. 1 lemon cost 5^ ■J doz. lemons 30^ IV. Language. Mueh conversation and practice in being definite in their requests to the storekeeper — Wide field of subjects developed as "leads" from the main project — Assembling in a booklet a record of their work. V. Number. (Not stressed but utilized whenever it appeared.) Counting and writing numbers as : | doz. 5^, 10^, 15^, illustrated in the above leaves from store books. Reported by Lucy Smith and Nancy Gertrude Milligan, San Diego, California. — 136 — PLATE XVII. Fig. 34. — An Easter Fair — Kindergarten — Public Schools — San Diego. Fig. 35. — Playing Store — First Grade — Public Schools — San Diego. — 137 — A Civic Project — Low First Grade I. Motive. 1. 1-B Class Avanted to show how to keep a home attractive and clean. II. Purposeful planning by children. 1. When six attractive cardboard houses were brought in, children decided to build the residential section of a city. 2. Class divided itself into six groups — each group owning a house. 3. Planned and named street Roosevelt Ave. 4. Decided on arrangement of houses along avenue with a row of . trees and small bushes in front. 5. Each group worked out its own plan for a front and back yafd, including lawns, flowers, fruit trees, garages, chicken coops, rabbit pens, fences and garbage cans. 6. Selected a place for R. R. station and train and fire house. 7. Planned City Park to have lawn, flowers, benches, a lake for ducks, a baud stand for orchestra and a playground with swing, seesaw and slide. 8. Planned a show entitled, ' ' Clean Up Time in the i\Iodel City. ' ' 9. Paraded into other primary grades to advertise show. 10. Planned posters for parade: (1) "See the Model City." 1-B class, room 108. (2) "Keep Our City Clean." (3) "Keep Our School Clean." (4) "Keep Our Home Clean." (5) "Clean Up Time." (6) "I Scrub." (A little girl witli bucket and lirusli.) (7) "I Paint." (A little boy painting.) 11 r. Whole Hearted Activities. 1. Walks to observe city streets and park. 2. Bringing to class six houses, green moss for lawns, tin pan for lake, ducks, train, fire auto, hen and little chickens, rabbits and pictures for posters. 3. Constructing, modeling, drawing, and cutting of various objects. 4. Practicing speeches for show. 5. Learning songs for show. Fig. 36. — First Grade Children Construct a Model Neighborhood — Berkeley Public Schools. IV. Outcomes in Subject Matter Covered. 1. Civics. A. Knowledge. 1. Recognition of neighbors' rights in placing of one's home on lot. 2. Reasons for placing railroad station and fire house in suitable location without detracting from beauty of city. 3. Responsibility of sharing work and pleasure in a communit}^ B. Habits and Skills. 1. Ability to participate helpfully in planning work in a community. 2. Kindness and politeness to others. C. Attitudes. 1. Willingness and desire to work in groups. 2. Appreciation of the beautiful. 3. Civic pride and interest in clean, attractive homes and ])ark for pleasure and comfort. — 139 — 2. Hygiene. A. Knowledge. 1. Cultivating health and preventing disease by keeping park, streets, yards, chickens and rabbits clean. 2. Value of playing in fresh air, amidst attractive sur- roundings. 3. Keeping garbage cans covered, in proper location, and sanitary to keep out flies, rats, and mice. B. Habits and Skills. 1. Cleaning yards and sweeping walks often. 2. Depositing loose papers and refuse in garbage cans. 3. Placing cover on garbage can. C. Attitude. 1. Desire to keep one's surroundings clean and tidy. 3. Art. A. Knowledge. 1. Arrangement of houses, yards, fences, park, trees, and flowers with appropriate spacing. 2. Proportion of various objects to each other, such as height of trees to houses, size of flowers to trees, size of garbage cans. 3. Constructing swing, seesaw, benches. 4. Paper cutting of trees and bushes. 5. Drawing and cutting of flowers. 6. Modeling boys and girls for seesaw and men for orchestra. 7. Pasting paper blossoms on fruit trees. B. Habits and Skills. 1. Neatness in work. 2. Evidence of ability to judge proportion and space. 3. Development of ability in paper folding, cutting, pasting, drawing, and modeling. C. Attitudes. 1. Appreciation of the beautiful in color, size, and shape. 2. Desire to do one's best in art activities. 4. Nature Study. A. Knowledge. 1. Change of season from winter to spring. 2. Names of several fruit trees— cherry, apple, and plum. — 140 — 3. Blossoms and leaves of fruit trees and poplar shade trees. 4. Garden flowers — geranium, daffodils, tulips, and violets. 5. The menace of weeds in gardens. G. Appearance and habits of chickens, ducks, and rabbits. B. Habits and Skills. 1. Habits of accuracy and careful observation in rela- tion to the plants and animals studied. 2. Ability to recognize plants and animals studied. C. Attitude. 1. Love and kindness toward plants and animals. 5. Music. A. KnoMdedge. 1. Ehythm — by imitating swing, see-saw, auto, airplane, 2. Tone — by playing train. 3. Melody — ^singing songs about train, trees, and flowers. The following songs were learned. 1. Awake Said the Sunshine. 2. Choo-choo. 3. Honk Honk, My Auto. 4. Thr-r-r, My Airplane. 5. Cherries Are Ripe. 6. Tulips. 7. Daffy-down-dilly. 8. Buttercups. 9. See-Saw, 10. Swing. B. Habits and Skills. 1. Attention, promptness, and alertness. 2. Correct posture and breathing. 3. Ability to imitate tones and melody. 4. Sing with light, clear tones. 5. To enunciate clear and pronounce correctly. C. Attitudes. 1. A desire to express emotion through the medium of music. 2. A feeling of interest in successful group work. 3. Confidence to sing in small or large group. 4. Appreciation of songs of nature and play. — 141 — 6. Language. 'A. Knowledge, Gained through discussion in planning city, 1. A "sentence" to express thought. 2. To give orally two or three clear cut, related sentences, concerning some part of plan, with emphasis on elimination of "and," "so," "then." 3. To recite eight lines of poetry. B. Habits and Skills, 1. To pronounce correctly oral vocabulary. 2. To talk in complete sentences. C. Attitudes. 1. Desire for correct speech. 2. Evidence of .some desire for orderly arrangement of ideas. 3. Confidence to be a speaker on a program. 7. Phj^sical Education, A. Knowledge. 1. Correct posture in standing to make speeches; in standing and sitting to sing and work. 2, Learning folk dance for playground activity. B. Habits and Skills. 1. Easy, relaxed i:)Osture when talking and singing. C. Attitudes, 1. Willingness to play in a group. 2. Evidence of desire for correct sitting and standing- posture. 8. Arithmetic. A, Knowledge. 1. Counting l)y I's of houses, trees, bushes, chickens, and ducks. 2. Reading and writing of numbers counted. 3. Arrangement concepts of up-down, front-back, around. 4. Size concepts of large-small, big-little, long-short, high-low. 5. Form concept of circle, oblong. B. Habits and Skills, 1, Habits of accuracy and order. 2. Increased power to concentrate. — 142 — C. Attitudes. 1. Pride in ability to use knowledge. , 2. Joy in achievement. 3. Desire to know and do more. In the working of this project the children took the initiative. At no time was there any social disorder. Reported by Clelia Paroni, Berkeley Public Schools. Tree dwellers — 1-A grade During the story -hour period a group of 1-As became interested in stories of the Tree Dwellers and Early Cave Men. Later they wrote a book as the result of a six-weeks project. The following are illustra- tive of the stories it contained : THE TREE DWELLERS. The Tree Dwellers lived in trees. They ate eggs. They ate berries. They ate nuts. They ate roots. They ate meat. FOOD. They hunted for their food. They used their hands. They used tusks. They used sticks. They used stones. They used bones. They did not have a dinner time. They ate whenever they were hungry. They ate their food raw. HOW WE PLAYED TREE DWELLERS. We went out of doors and played that we were Tree Dwellers. Edwin made the fire. He was Fire Maker. Marjorie was Fire Keeper. She kept the fire burning. Beryl hunted for the meat. He was Bodo. We cooked our meat on sticks. Then we ate it. — 143 — THE FIRE CLAN. At first tlie Tree Dwellers were afraid of fire. They thought it was a great monster. They thought it ate trees. Then they found that fire was their friend. The fire kept them safe. It kept them warm. It cooked their food. HOW THE MOTHERS MADE A SHELTER. When people lived in trees they did not need a shelter. The leaves kept off the rain. When they slept on the ground they needed shelter. The mothers w^anted to keep the babies warm. They bent the tops of young trees and tied them together. They wove pine branches over and under. Activities growing out of these stories : 1. Dramatization — ■ The children went out of doors and actually "lived out" mau}^ of the experiences discussed. Some of these are accounted for in their records. 2. Reading and language — - The series of simple records which comprise the book were made up CQmpositely by the children. These were put upon the board in script by the teacher and were also printed in the school print-shop. In this way the children gained a valu- able reading experience because of their vital interest in a content which they felt was theirs. 3. Hand work — ■ (a) The group decided upon the name of the book and the cover design. Then each child worked out his design in his own way. (b) Each child illustrated his records by means of free hand drawings and mounted these in his book, (c) Photographs were taken of the group when plaj'ing out their stories. From these pictures, the children made their own blue prints and put them in their books. Reported by Caroline Townsend, State Teachers College, San Diego, Calif. — 144 — — 145 — The Play Store represents the work of a group of 1-A's during a daily free period in the spring of 1922. These children became interested in experimenting with some new building blocks. The store idea grew until the majority of the group was at work on the building, equipping and sign-making. A number of trips were taken to the grocery across the street where window displays, shelf and general store equipment were observed. The interest centered largely in creating the" store. There was but little "playing store" on the part of these children after their work on it was finished. The 4-As asked permission to use the store for part of their arithmetic experience and this was gladly granted by the 1st grade group. A cooperative civic league — a second grade project A second grade civic league developed marked ability to govern themselves. This Cooperative League in action stressed control by the group rather than the individual. At each meeting the mayor elected by the league presided. With the sense of the grave responsibility of his office he called the meeting to order and then promptly called for one story or sentence from each child on any one of the following sub- jects : Thrift, safety, play, beauty, health, music. Each reported upon the topic worked upon by the committee of which he was a member. The president requested each to stand when ready to speak without raising his hand. Tj'^pical reports followed : Thrift Committee. Logan Bank We save money. March, 1922. Charles, 5^ INIildred, 10f5 Harriet, 5^ Ardell, 10^ Katheriue, 10^- Lloyd, 6^ Merrit, Q>^ Beatrice, 5^; Andrew, $5.00 Katheriue, 20^ Glenn, 20^ .Andrew, 25^ Beauty Committee. Will have no work if you are careful. Pick up papers. Sw^eep the floor. Pile up books. Dig in the garden. Wash hands. Put the lunches in can. Clap erasers. Wash desk or table. 10—21962 — 146 — Flayground Committee. What should you do at recess? Play — exercise. At recess I saw children sliding, swinging, singing, playing ball. They played fair. Do you play that way ? Health Committee. Keep pencils out of your mouth. Keep teeth brushed every day up and down. Music Comtnittee. Sing when you are happy. Write the name of the song you will sing alone. (Copied from board) Lilla Mr. Jay Madaline Fireflies Jimmie Tulips Cliorus. Good Morning^ — All the boys. Clouds — All the girls. Play Committee. Humane Week — Plays : 1. The Bell of Atri. 2. Awakening of the Flowers; Mother's Day: Letter to mother, I Love You Mother. Safety Committee. Keep chairs on the floor. Walk when the bell rings. Stay off ice wagons. Go feet first down the slide. Eeported by Lucile Hazard and Nancy Gertrude Milligan, San Diego Public Schools. — 147 — Wild flower rhyme riddles — third grade This material on Nature Study is of two tj^pes and has given rise to much individual investigation of various flowers and plants. Blue prints and riddles were made and assembled by each child into a booklet. Excellent language work resulted from both types of projects. WILD FLOWER RHYI\1E RIDDLES. I'm thinking of a flower that everyone knows, Out on the hills in the sunshine it grows ; This flower is gold and shaped like a cup, And people go around and gather them up. The stem is green and slender and tall, The lacy leaves point out to all; The flower closes when the sun has set, And if 3'ou don't guess I'll show you yet. (California Poppy.) I know a flower that we all like. Out on the hills and in canyons it grows ; You'll often see it when you take a hike. For it is a flower that everyone knows. The petals are colored in beautiful gold, The center is dark and round and soft ; The seeds fall down when the flower is old. Can you guess this flower without getting caught? (Brown-eyed Susan.) I like this flower which j^ou are to guess. Because it wears a purplish dress ; It grows on a vine which clings to a tree. They call this flower the (Wild Sweet Pea). This little flower has five white petals, And a tiny yellow center ; Out on the hills in the grass it nestles. And the stem is fuzzy and slender. The pointed leaves point out to all, Can you think this riddle out at all? (Forget-me-not.) — 148 — This little flower is as yellow as gold, And always very sticky to hold, The leaves grow out of the stem in pairs. And the flower is not so very rare. Yon can always find it after a shower If you're sure to look for the (Yellow Monkey Flower). The following method was used to carry on the blue print work : An available anteroom was converted into a "dark room;" the class was divided into groups of six or eight. Enough boards and glass (10" X 12''') to serve one group were secured; supplementary work to be done by groups awaiting turn at printing was planned. Group I entered the dark room — each brought his board, glass, and flower, and the blue print paper was distributed. Suggestions and assistance were given the children in placing the flower on the paper, which was then covered with glass. This was held against the body to shield it from light as the group passed out of doors into the sunlight. At a signal the blue prints were exposed — as directly as possible — to the sun's rays and were held in this position from one to three minutes according to the intensity of light. At a signal they were replaced to the position they were in when the group came out into the sunlight, and the group returned to the dark room. Then the blue prints were removed, marked lor future identification, and placed in a pan of water. They were allowed to remain here for about three hours, after which they were placed upon a flat surface in a dark room to dry. When dry the edges were trimmed to remove all marginal blemishes. When properly systematized the above type of work can be run through at the rate of four groups of eight in forty minutes. Louise D. Kindler, Brooklyn School, San Diego, Calif. Pilgrims and Indians — second and third grades When the schools were celebrating the Tercentenary of the Landing o£ the Pilgrims, the second grade of our training school expressed a wish to make a log house like the one in which the Pilgrims lived. They decided to make one large enough to go in and out themselves. Many excursions were made to a ditch bank nearby where the chil- dren cut down the saplings necessary for building. For several weeks at the project period, the children were busy smoothing and sawing the saplings the right length. With some assistance from the teacher the — 149 — frame was made. Then began the nailing on of the "logs." Some soon became expert in this and there were few mashed fingers. When the wonderful log house was done, children from all the grades came to pass judgment on it. The second grade was justly proud. Then came the momentous question of what to do with it. Some thought that it would be a good playhouse. But others were indignant at the thought of such desecration. It was a Pilgrim house and Pil- grims should live in it. The cabin was moved into the yard and a plot of ground prepared for cultivation. When the question of what to plant arose, all agreed that corn was the most essential. As the clothes that the Pilgrims had brought from England would soon wear out and must be replaced, flax and cotton were planted also. Since they were to be Pilgrims, the children felt that they needed Pilgrim clothes to wear. A new field was opened. What was sewing and weaving mats compared to making real clothes to wear? Pictures and books were consulted for design. It took several weeks but as each outfit was completed, the enthusiasm increased. These costumes became soiled in the making and it was necessary to wash them. Soap was needed. Now they were puzzled for none of them had ever seen soap making. They were relieved when grandma told them how easy this was. The ashes were set to drip and anxiously watched until the Ij^e would float a potato. With lard brought from home they soon had a bucket of very good soap. Then came a wash day that rivaled the famous one the Pilgrims had on landing. Nothing is more contagious than enthusiasm, and the germ soon spread to the third grade. Why couldn't they do something like that? Why couldn't they be Indians and live with the Pilgrims? An Indian home was easy to make for many of the children had some experience in building a tepee. To make Indian costumes, books and pictures were consulted. It was agreed that since sacks were readily available, the costumes could be made of them. For days the room was covered with sacks of all kinds. Pieces of bright cloth were in demand for trimming and grandma's quilt scraps were raided. Whoever saw an Indian without beads? Those who had some were the envy of the others until an ingenious girls came with some gay ones made from paper and offered to teach the others the secret. Brightly colored magazine covers were secured and it was not long before they had beads galore. The Indian braves insisted on being bedecked with feathers. The dull turkey feathers brought from home were 'dyed to imitate the bright Indian hues. — 150 — The climax of the whole experience came when the children cooked dinner in the log cabin and served it out-of-doors. A neighbor made the dough for bread but the children baked it in a Dutch oven. An incident in connection with this dinner illustrates vividly how the children were living the new life. We noticed guns up against the house. When asked where they came from, a manly little fellow said that he had brought them for it would not be safe to eat out in the open without a gun. It may seem that this was just all play, but it was not long before a reaction could be seen in all of their work. The project offered an unlimited supply for language work. They were always ready to talk or write about what they were doing. Their reading became pur- poseful for they were getting information for their new life. But the greatest benefit derived was ethical. Working things out by the primitive method of the Pilgrims gave the children a deeper appreciation of the hardships of our forefathers and a more grateful feeling for the blessings we enjoy. They came to realize that these comforts and nearly all of our blessings are the result of some pioneer's sacrifice for future generations. Kathryn Daly, State Teachers College, Fresno, Calif. The Greeks hold an Olympic meet — third grade This project was an outgrowth of a desire on the part of the third grade children to imitate the old Greeks. They had been studying Greek stories and wished to hold an "Olympic Meet" similar to those of the old Greeks. The "3-Bs" called themselves Spartans and the "3-As" Athenians. The Athenians sent a written challenge to the Spartans to meet them on the Olympic field. Planning and preparing for the ''meet" furnished the basis for a great portion of the work in history for twelve weeks. Other subjects motivated were the following: 1. Games and Music. The games and tests of strength and skill chosen by the children were races — simple, relay, torch, armor and chariot; wrestling matches; disk throwing, and jumping. Boys were chosen to take part in these. After much practice ''try outs" were held, and the most promising contestants for each event were voted upon by the group. The girls decided to be "altar maidens." One procession was planned to escort the players to the field, during which the altar — 151 — maidens sang and danced. A second procession was to sing and strew flowers in the path of the victors on their way to the temple after they were crowned. 2. Art and Handwork. Each boy designed and made his own armor, costume, standard, weapon, or anything used in his event. Each girl designed and made her own costume, wreath and lyre. Greek pottery was made to hold the flowers used in the procession. This became a group problem involving design, color and proportion. 3. Beading and Language. J The children discovered the need for reading in order to get appro- i priate ideas of costume and design. I Composite records of the work done were put into book form to be \ presented to the incoming third grade. Invitations to the "meet" were written to parents and friends, and an oral announcement was made to the entire school by a "Greek runner, ' ' chosen by the group. Another child, chosen in the same way, "called" the various events and proclaimed the victqrs to the audience. I All activities involved in the "meet" carried over into the children's I free play period, so anxious was each child to win for his side in the final event. ! Reported by Caroline Townsend, State Teachers College, San Diego, Calif. Health plays — third and fourth grades Building up attitudes and halnts about health with the young chil- dren in the plastic stage is very important. More can be accomplished by the suggestive approach than by giving mere technical information. The third grade read with interest "Rosy Cheeks and Strong Heart" and "Health Plays for School Children."* The play. The California Pied Piper of Health was constructed after the form and suggestions offered in the latter, but with original cos- tumes and content. Milk and vegetables were stressed for food and the Pied Piper lead the children to the sunshine of California. Coffee (as seen in the play with the dagger) was driven from the health council. Posters were the work of several drawing periods and the costumes were made from crepe paper — none costing more than twenty cents. The play was given for the social workers of California when in con- ference at the Civic Auditorium, Balboa Park, San Diego, California. ♦Health Plays for School Children ; Child Health Organization of America, No. 370 Seventh Avenue, New York. — 152 PLATE XIX. Fig. 38. — The Greeks Hold an Olympic Meet — Third Grade — ^State Teachers College- San Diego. Fig. 39. — The California Pied Piper of Healtli — Third and Fourth Grades — San Diego Public Schools. — 153 — It was constructed and directed and costumed by Miss Louise Beck- strom of the Brooklyn School at the suggestion of the supervisor, Miss Nancy Gertrude Milligan. A WILD FLOWER CHART One Room Rural School The following are selected items from a flower chart made by chil- dren of a one-teacher school. The chart was planned by two boys aged 11 and 13. The writing was done by a girl aged 11. The flowers were brought in by all the children, the first grade being especially active in finding new flowers. Name of wild flower Date of finding Place where found By whom found Violets Feb. 1, 1922__Near a brook Luke Amadore Pride of California Feb. 23, 1922 On a Sumac bush Lizzie Ferarri Evening Snow Feb. 24, 1922 On a hillside Luke Amadore Chocolate Lily Feb. 23, 1922__In a canyon Perino Ferarri California Hyacinth Feb. 24, 1922 On a hillside by some amber bushes Fritz Ohre Indian Paint Brush Feb. 2S, 1922__Upon a hillside Mary Brlden Blue Larkspur Feb. 28, 1922__In a cultivated field — Lewis Wisler Scarlet Monkey Flower-Mar. 13, 1922-_On swampy grround Vera Cunningham Filaree Mar. 14, 1922__On a hillside Mary Briden Farewell to Spring Mar. 14, 1922__On the hillside Rosie Terarri Grantville School, Mission Valley, San Diego, Calif. Making color rhymes — third grade A third grade group worked out compositely a series of rhymes for a first grade to read and enjoy. Having liked, when they were 1-Bs, Christina Rosetti's series of couplets beginning, "What is pink?" and knowing that the present first grade group were also familiar with these couplets, these third grade children decided to fashion a series of stanzas after Rosetti's poems and so far as possible describe things typical of this locality. They illustrated their work and then asked the printing class to print their poems and an upper grade group to bind the books securely. The book contained the following couplets: What is grey? The fog is grey On a misty day. What is blue? The mountains are blue Far away from you. 11—21962 — 154 — What is white ? The waves are white On a starlight night. ! What is pink? The sea-shell is pink By the ocean's brink. What is red? The holly is red In its mountain bed. What is yellow? The lemon is yellow When it is mellow. What is green? The pine tree is green Standing tall and lean. What is brown? The autumn leaves are brown Fluttering to the ground. The experience gave the third grade group natural opportunites in learning to use a table of contents through looking up many rhymes in various books ; in reading the rhymes ; and in careful discrimination in choice and judgment as to which rhymes make the best riddles ; in oral discussion — with a definite end in view ; in written work as each child put down the final list of rhymes chosen and made a written riddle book for himself. The formal points stressed through this experience are : Capitaliza- tion of every line of poetry, and proper names; and punctuation — period at end of couplet; interrogation point. Reported by Caroline Townsend, State Teachers College, San Diego, Calif. — 155 — A pageant of progress in a California community — Nevada county The pupils of Magnolia School, as a closing exercise, presented a pageant of progress of their county. The program was given in a neighboring pine woods. The natural setting of gnarled and towering pines was intensified by the light from a bonfire constantly replenished with pine needles. In the soft firelight glow there passed in review the Indians at their games or preparing the acorn meal, the miner with his pan and rocker, the home builder at work planting vineyards and orchards, the arrival of the mail, the social gathering and the school of early days. The order of the scenes follows : The Forward Look. The Indians dimly feel the coming of civilization. II. The Days op the Indian. When only the Indian dwelt in Nevada County, the life was simple and unaspiring. III. The Days op the Pioneer. These brave hearts left their familiar surroundings to answer the call of the unknown ; to search for the elusive all-compelling Gold. The rush and the striving were tempered only by the influence of the new home. IV. The Days op the IMonitor. (This represents hydraulic mining.) The search was the life of these people — an eager, intense life, full of joys and sorrows. ' V. The Day op Vision. Through a gentler influence the spell of gold was broken. The soil Avas carefully tilled, orchards planted, and the fruits of the earth bring wealth to the county not less than gold brings. — 156 — The Day op Accomplishment. The spirit of the pioneer still lives in the people of Nevada County. They are not satisfied with the old and worn-out, but are constantly watching for something better. Reported by Margaret Everett and Elizabeth M. Richards (County Superintendent, Nevada County), 21962 11-22 6M »4 UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. -^'-'^ 1 8 1961 BRTDMLO JUN 3 1961 mii'T) SEP Form L9— 3 7i/i-.'5, wet) «tt u LUL i :s. fBTDUVWB APR 1 7 1988 ;M% .vi'?''^ ^ IDAJHD U&74 3 1158 01250 5334 \A/^/^ UC SOUTHERN REGIONAL LIBJ^RY FACILjTV AA 001 176 426 3